{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,17]],"date-time":"2026-04-17T19:44:57Z","timestamp":1776455097971,"version":"3.51.2"},"reference-count":112,"publisher":"Human Kinetics","license":[{"start":{"date-parts":[[2025,1,1]],"date-time":"2025-01-01T00:00:00Z","timestamp":1735689600000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2025]]},"abstract":"<jats:p>\n                    <jats:italic>\n                      <jats:bold>Purpose<\/jats:bold>\n                      :\n                    <\/jats:italic>\n                    This case study aims to understand the impact of a student-centered approaches (SCA) based curriculum on the development of preservice teachers\u2019 (PSTs) epistemological beliefs, during the first year of a physical education teacher education program.\n                    <jats:italic>\n                      <jats:bold>Method<\/jats:bold>\n                      :\n                    <\/jats:italic>\n                    The data were gathered during the first year of a physical education teacher education program through focus group interviews, reflective logs, and participant observations to access the experiences of 11 PSTs.\n                    <jats:italic>\n                      <jats:bold>Results<\/jats:bold>\n                      :\n                    <\/jats:italic>\n                    The shift to a more sophisticated epistemological beliefs emerged as PSTs acknowledged the adaptability and contextuality of knowledge, favoring SCAs. This change was shaped by integrating theory and practice, pedagogical approaches emphasizing SCAs, practical teaching experiences highlighting constraints and conflicts, and critical reflection.\n                    <jats:italic>\n                      <jats:bold>Discussion\/Conclusion<\/jats:bold>\n                      :\n                    <\/jats:italic>\n                    This study offers insights for aligning teacher education curricula and practices to acknowledge epistemological beliefs and actively engage PSTs with SCAs toward building a democratic learning community.\n                  <\/jats:p>","DOI":"10.1123\/jtpe.2024-0292","type":"journal-article","created":{"date-parts":[[2025,8,19]],"date-time":"2025-08-19T19:09:43Z","timestamp":1755630583000},"page":"1-10","source":"Crossref","is-referenced-by-count":0,"title":["How Can a Student-Centered Curriculum Impact Preservice Teachers\u2019 Development of Epistemological Beliefs? 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