There has been a limited interest in examining physical education teacher educators’ role and practices

in embedding professional responsibility and commitment to continued professional learning for

both teacher educators and pre-service teachers in a physical education teacher education (PETE)

program (MacPhail, 2011). Directed by a landscape of community of practice (CoP) as professional

development (Parker, Patton & Tannehill, 2012), this article shares four case studies that demonstrate

the extent to which PETE learning can be mapped onto the landscape. In essence, a CoP is sustained

over time, involves shared member goals, involves frequent discourse, is active and social, and is

characterized by problems being solved by the members. The ideas in this article in tandem with

Wenger’s (1998) CoP process can encourage teacher educators to consider whether opportunities

undertaken in a PETE program, and with colleagues external to the PETE program, encourage an

authentic CoP.