TY  - JOUR
AU  - Zach, Sima
AU  - Arnon, Michal
AU  - Fox, Orly
AU  - Lidor, Ronnie
PY  - 2025/06/29
Y2  - 2026/04/05
TI  - Teaching through Turbulence: Post-Pandemic Pedagogical Shifts in Physical Education Teacher Training 
JF  - International Sports Studies
JA  - ISS
VL  - 47
IS  - 1
SE  - ORIGINAL RESEARCH ARTICLES
DO  - 10.69665/iss.v47i1.46
UR  - https://issjournal.iscpes.net/index.php/iss/article/view/46
SP  - 4-34
AB  - &lt;p&gt;&lt;em&gt;This study explores the resilience and adaptability of physical education (PE) teacher educators in Israel during and after the COVID-19 pandemic. Set within a technologically advanced, centralised education system marked by cultural and security complexities, the research offers a unique perspective on how teacher education evolves under crisis. Key findings show a strong preference for returning to traditional face-to-face instruction post-pandemic, with 85% of educators maintaining existing grading systems and 40–50% reporting no change in evaluation methods. However, subtle but lasting shifts emerged, particularly an increasing emphasis on theoretical content and self-directed learning in sport and field experience courses. Using a mixed-methods triangulation design, the study combined quantitative surveys from 50 PE teacher educators with qualitative insights from 15 in-depth Zoom interviews. Quantitative data addressed demographics, teaching practices, and evaluation methods, while qualitative data focused on perceived changes and future outlooks. Analyses were conducted using SPSS for the survey data and thematic analysis for interviews. While temporary adaptations, such as hybrid teaching and modified assessment, were implemented during the pandemic, the post-crisis trend favours a return to pre-pandemic norms, with limited structural transformation. Nevertheless, the growing focus on independent learning and theoretical depth indicates evolving pedagogical priorities. These findings underscore the importance of flexible policy frameworks and continuous professional development to support sustainable innovation in teacher education. To ensure resilience in the face of future disruptions, training programmes should intentionally incorporate hybrid models and student-centred approaches that balance traditional and emerging practices.&lt;/em&gt;&lt;/p&gt;
ER  -