scholarly journals Exploration of the Patterns of Physical Education Teachers’ Participation Within Self-Directed Online Professional Development

2020 ◽  
pp. 1-8
Author(s):  
Okseon Lee ◽  
Euichang Choi ◽  
Victoria Goodyear ◽  
Mark Griffiths ◽  
Hyukjun Son ◽  
...  
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Qualitative Data ◽  
Continuous Professional Development ◽  
Online Professional Development ◽  
Physical Education Teachers ◽  
Central Tendency ◽  
Semistructured Interviews ◽  
Instant Messenger ◽  
Learning Types

Although physical education (PE) teachers have increased access to digital/online continuous professional development activities, there are few robust accounts of how they engage with and experience these environments. Purpose: The purpose of this study was to examine PE teachers’ participation patterns within self-directed online PE continuous professional development activities using mobile instant messenger. Methods: Data were generated from (a) 5,246 messages exchanged in the mobile instant messenger chatroom from 281 teachers, (b) semistructured interviews with 10 teachers, and (c) 1,275 messages posted by the 10 interviewed teachers. Quantitative data were analyzed for measures of central tendency, and qualitative data were analyzed inductively. Findings: Five patterns of PE teachers’ usage of mobile instant messenger were identified: (a) ringmasters, (b) passive uploaders, (c) active uploaders, (d) requesters, and (e) bystanders. Discussion: The findings suggest that each engagement pattern illustrates the differential goals of learning, types of interaction, and forms of participation by teachers engaged in online continuous professional development.

Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Stephanie Beni ◽  
Tim Fletcher ◽  
Déirdre Ní Chróinín
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Community Of Practice ◽  
Qualitative Data ◽  
Pedagogical Approach ◽  
Pedagogical Innovation

Purpose: The purposes of this research were to design a professional development (PD) initiative to introduce teachers to a pedagogical innovation—the Meaningful Physical Education (PE) approach—and to understand their experiences of the PD process. Method: Twelve PE teachers in Canada engaged in an ongoing PD initiative, designed around characteristics of effective PD, across two school years as they learned about and implemented Meaningful PE. Qualitative data were collected and analyzed. Findings: This research showed that teachers valued a community of practice and modeling when learning to implement Meaningful PE. While teachers were mostly favorable to the PD design, there were several tensions between ideal and realistic forms of PD. Discussion: This research offers support for several characteristics of effective PD to support teachers’ implementation of a novel pedagogical approach and highlights the need to balance tensions in providing forms of PD that are both effective and practical.

scholarly journals New Potential Solutions for Mentors in the Development of Physical Education Teachers

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
István Győri ◽  
József Márton Pucsok ◽  
Melinda Biró
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Public Education ◽  
Physical Education ◽  
Physical Education Teachers ◽  
The Past ◽  
Key Aspects ◽  
Special Factors

  The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches,  in the entire Public Education, especially Teacher Education sector. The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.  

Continuing professional development for physical education teachers in Europe

2020 ◽  
Vol 27 (1) ◽  
pp. 150-167
Author(s):  
Deborah Tannehill ◽  
Giyasettin Demirhan ◽  
Petra Čaplová ◽  
Züleyha Avsar
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
General Education ◽  
Comparative Education ◽  
Continuing Professional Development ◽  
European Countries ◽  
Current Status ◽  
Physical Education Teachers ◽  
Current Trends ◽  
Education Data

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton’s (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.

Teachers’ Beliefs and Implementation of Competitive Activities for Multicultural Students

2015 ◽  
Vol 52 (8) ◽  
pp. 1019-1045 ◽  
Author(s):  
Eve Bernstein ◽  
Ulana Lysniak
Keyword(s):  
New York ◽  
Physical Education ◽  
Reasoned Action ◽  
Physical Education Teachers ◽  
Diverse Students ◽  
Multicultural Students ◽  
Teachers Beliefs ◽  
Semistructured Interviews ◽  
Field Notes ◽  
Competitive Activities

Physical education teachers’ ( N = 9) beliefs and implementation of competitive activities for middle school multicultural student populations (Grades 6-8) in physical education class in the Greater New York area were examined. Data were collected by nonparticipant observation and field notes, two semistructured interviews, and postobservation informal interviews. The theory of reasoned action guided the study. Three themes emerged: competitive activities, an introduction to culture; using demonstration to teach competitive activity skills to diverse students; and creating community. Successful instruction of diverse students was observed; however, fully incorporating cultural relevance through competitive activities was not fully demonstrated.

Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors

2014 ◽  
Vol 36 (6) ◽  
pp. 595-609 ◽  
Author(s):  
Nathalie Aelterman ◽  
Maarten Vansteenkiste ◽  
Lynn Van den Berghe ◽  
Jotie De Meyer ◽  
Leen Haerens
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Autonomy Support ◽  
Teaching Style ◽  
Self Determination Theory ◽  
Future Research ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Teachers Beliefs ◽  
Professional Development Training

The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 ± 10.44 years) and 669 students (424 boys, M = 14.58 ± 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers’ beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers’ in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers’ beliefs regarding both autonomy support and structure. As for teachers’ actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed.

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