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Purpose: Guided by the cultural relevance cycle, this study examined experiences of two novice physical education teachers in urban schools. We focused on successes that teachers encountered while navigating their novice years. Methods: Two purposefully sampled participants completed five journal entries and five semistructured interviews lasting between 45 and 90 min each. To promote trustworthiness, we utilized multiple coders, a peer debriefer, and triangulated data from multiple sources. Participants reviewed themes and responded to researchers' interpretations. Results: We present the results through three major themes. The first theme involves knowledge of students and community. The second theme describes belonging in the school and community, and the third theme discusses curricular realignment. Discussion and Conclusion: By focusing on elements that empowered novice teachers to find success, initial teacher preparation programs and in-service teacher mentoring programs in urban school districts might identify teaching experiences that may contribute to novice teacher retention. [ABSTRACT FROM AUTHOR]

This study examines the culturally responsive teaching self-efficacy of graduates from a Physical Education Teacher Education program focused on social justice issues. We examined barriers to culturally responsive teaching and areas where alumni felt least efficacious. Forty-three graduates of a Physical Education Teacher Education program completed the culturally responsive teaching self-efficacy scale and demographic questions via Qualtrics, and 13 completed a 45- to 60-min interview regarding urban teaching experience. Quantitative data were analyzed using descriptive statistics and comparative data analysis to determine areas of lower self-efficacy. Two major themes emerged from this data: (a) misalignment between expectations and reality and (b) lack of practical experiences with communication. Specific coursework, training, and supports need to be implemented to address the mismatch between participants' lived experiences and their daily challenges upon induction. Physical Education Teacher Education programs need to critically examine the experiences preservice teachers have interacting and communicating with English language learners and their caregivers prior to induction.

Purpose: To examine the culturally responsive teaching self-efficacy of graduates of a physical education teacher education undergraduate program specifically focused on social justice issues. Methods: A total of 43 graduates (from 2013 to 2019) of a physical education teacher education program completed the Culturally Responsive Teaching Self-Efficacy Scale and demographic questions via Qualtrics (50.6% response rate). Descriptive statistics and data analysis were completed using SPSS. Results: The total Culturally Responsive Teaching Self-Efficacy Scale scores from these participants ranged from 1,567 to 4,000 (M = 3,469.63; SD = 555.34). Participants scored highest on items related to their confidence in developing personal relationships and trust with students. They scored lowest on items related to more specific culturally sensitive and responsive teaching practices. Discussion: Specific coursework and training need to be implemented to address more culturally responsive teaching practices, such as how to communicate effectively with students whose primary language is not English.