ERIC Number: EJ1129604
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1366-4530
EISSN: N/A
Empowering Teachers to Implement Innovative Content in Physical Education through Continuous Professional Development
Braga, Luciana; Jones, Emily; Bulger, Sean; Elliott, Eloise
Teacher Development, v21 n2 p288-306 2017
The purpose of this study was to examine teacher perceptions regarding their experiences in a research-informed continuous professional development (CPD) initiative and its influence on their professional readiness to implement innovative content in physical education (PE). Participants included four PE teachers who engaged in a series of hands-on workshops and collaborative activities related to the design and implementation of a mountain biking unit in two middle schools. Qualitative data were collected through post-workshop surveys, semi-structured interviews, and a focus group. Data were analyzed using inductive content analysis, and results revealed four themes: (a) igniting change, (b) transferring to the classroom, (c) student response, and (d) sustaining beyond a single unit. Findings from this study reinforce the need for research-informed CPD efforts in PE and highlight its role in generating a sense of teacher empowerment and promoting systemic change within school-based PE.
Descriptors: Physical Education, Physical Education Teachers, Faculty Development, Educational Innovation, Curriculum Implementation, Professional Continuing Education, Career Readiness, Teacher Attitudes, Learning Experience, Lesson Plans, Teacher Workshops, Outdoor Education, Qualitative Research, Teacher Surveys, Semi Structured Interviews, Focus Groups, Content Analysis, Middle School Teachers, Praxis, Student Reaction, Teacher Empowerment
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: Q215F110479