scholarly journals Physical education teachers’ continuing professional development in health-related exercise

2012 ◽  
Vol 18 (3) ◽  
pp. 361-379 ◽  
Author(s):  
Laura Alfrey ◽  
Louisa Webb ◽  
Lorraine Cale
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Continuing Professional Development ◽  
Physical Education Teachers ◽  
Health Related

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.

scholarly journals The Influence of Professional Development on Teachers’ Psychosocial Perceptions of Teaching a Health-Related Physical Education Curriculum

2008 ◽  
Vol 27 (3) ◽  
pp. 292-307 ◽  
Author(s):  
Pamela Hodges Kulinna ◽  
Nate McCaughtry ◽  
Jeffrey J. Martin ◽  
Donetta Cothran ◽  
Roberta Faust
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Behavioral Control ◽  
Psychological State ◽  
Physical Education Teachers ◽  
Perceived Behavioral Control ◽  
Education Curriculum ◽  
Psychological Constructs ◽  
Health Related ◽  
The Impact

The impact of a yearlong professional development intervention on physical education teachers’ psychosocial perceptions was investigated. Experienced mentor teachers (n = 15) were paired with inexperienced protégé teachers (n = 15) who helped them learn how to teach a health-related physical education curriculum (i.e., the Exemplary Physical Education Curriculum). Using the theory of planned behavior as the guiding theory, it was hypothesized that teachers would experience favorable increases in various psychological constructs (e.g., attitude) and variables reflecting the social culture of their schools (e.g., administrator’s perceptions) as compared with control teachers (n = 17). A variety of statistically significant main and interaction effects with mean scores in expected directions were found. In general, mentors and protégés developed a more positive view of their own psychological state (e.g., perceived behavioral control) and of the immediate school social environment (i.e., support from administrators and fellow teachers). The significant results, combined with meaningful effect sizes, supported the effectiveness of this intervention.

Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning

2007 ◽  
Vol 26 (2) ◽  
pp. 177-200 ◽  
Author(s):  
Kathleen M. Armour ◽  
Martin Yelling
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Professional Learning ◽  
Continuing Professional Development ◽  
Physical Education Teachers ◽  
Individual Interviews ◽  
Leading Role ◽  
Third Phase ◽  
Field Notes ◽  
Academic Year

This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group interview. The findings suggest that these teachers identified CPD as “going on a course,” but, in reality, they learned in a variety of ways. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other. We argue, therefore, that the traditional relationship between teachers and CPD provision needs to be altered such that teachers in their professional learning communities or networks play a leading role.

Modeling the Elements of a Training Plan Aimed at Physical Education Teachers When Working With Students With Disabilities: The Case of Cordoba, Spain

2020 ◽  
Vol 77 (5) ◽  
Author(s):  
Ignacio González López ◽  
David Macías García
Keyword(s):  
Professional Development ◽  
Academic Success ◽  
Physical Education ◽  
Students With Disabilities ◽  
Continuing Professional Development ◽  
Physical Education Teachers ◽  
Training Plan ◽  
Student Profiles ◽  
Specific Teaching ◽  
Training Professional

The aim of this article is to respond, by means of a nonexperimental empirical study, to the training professional demands of primary education teachers, who understand that their professional undertaking must be fully inclusive of all student profiles. By means of a scaled assessment questionnaire, this article describes the training needs of a representative and standardized group of teachers in the Spanish city of Cordoba. Additionally, through the application of factor analysis, it channels these demands into training modules that should guide specific teaching activities in the future. The principal components extracted understand continuing professional development through five spheres of actions: the teaching of physical education, education and teaching tools, working strategies in the classroom, teaching abilities, and information communication technologies resources. These basic training lines pursue the triple goal of ensuring the professional development of teachers, promoting academic success among all students, and fostering quality teaching.

Professional Development and Teacher Perceptions of Experiences Teaching Health-Related Fitness Knowledge

2017 ◽  
Vol 36 (1) ◽  
pp. 32-39 ◽  
Author(s):  
Michael Hodges ◽  
Pamela Hodges Kulinna ◽  
Chong Lee ◽  
Ja Youn Kwon
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Perceptions ◽  
Physical Education Teachers ◽  
Teachers Perceptions ◽  
Elementary Physical Education ◽  
Suburban School District ◽  
Health Related ◽  
Approach To Teaching ◽  
Health Related Fitness

Students of all ages have documented a deficiency in health-related fitness knowledge (HRFK). However, improving students HRFK may require a change in teacher practices and professional development (PD).Purpose:This study, framed by Guskey’s Model of Teacher Change (GMTC; Guskey, 2002), sought to assist teachers’ HRFK instruction as part of their physical education curriculum and practices. Initially, researchers examined: (a) teachers’ perceptions of health-related fitness knowledge instruction, followed by, (b) selected teachers’ perceptions of the professional development (PD) methods and the approach to teaching HRFK.Method:Semistructured interviews were conducted among elementary physical education teachers’ (N = 9) in one suburban school district. A randomly selected smaller group of teachers (n = 5), had PD on Knowledge in Action Lesson Segments (KIALS), an approach to teaching HRFK. Teachers were asked to implement KIALS into their fifth grade physical education classes and interviewed two additional times.Results:Three themes emerged from the data: (a) HRFK is critical but I can’t get to it; (b) If you show it, they will implement it; and (c) Knowledge in Action gets the job done.Conclusion:PD procedures in this study and KIALS were seen as favorable. Results paralleled GMTC principles, as researchers confirmed quality PD, and observations of positive student outcomes further reinforced teachers’ beliefs. Teachers also expressed a willingness to continue using KIALS after the completion of this study, concluding achievement of the final fourth principal of the change process. Findings suggested that KIALS, if presented with similar PD will be well-received by teachers supporting their efforts to improve student HRFK outcomes.

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