Research Impact: Our intention in this paper has been to assist teacher educators who are being prompted consider teacher education paradigms, and associated pedagogical practices, that will be most effective in aligning with young people’s reality of the world in which they are living. We introduce the reader to the consideration that decisions made around the paradigms and the blending of paradigms across a programme may be essential to provide preservice teachers (PSTs) with transformative experiences that enable their understanding of the different contexts and ontologies to succeed in their pedagogical and professional endeavours. We develop a double-pyramid approach evidencing how more than one paradigm of teacher education can co-exist to create a holistic and comprehensive plan to facilitate PETE. We convey that a programmatic structure with decisions around the paradigms and their blending, and how those might shape PSTs’ educational experience will provide a starting point if teacher educators are to re-define PETE practices.
Calderón, A., & MacPhail, A., (2021). Seizing the opportunity to redesign physical education teacher education: blending paradigms to create transformative experiences in teacher education. Sport, Education and Society. https://doi.org/10.1080/13573322.2021.1997981 IF2020=4.119 (Q1) Education and Educational Research (JCR)