ERIC Number: EJ1218051
Record Type: Journal
Publication Date: 2019
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2160-1682
EISSN: N/A
Understanding Career Changes: Physical Educators to Adapted Physical Educators
Sato, Takahiro; Haegele, Justin A.
Physical Educator, v76 n3 p611-633 2019
The purpose of this study was to understand career changes of inservice teachers transitioning to the adapted physical education (APE) profession after completing online APE professional development graduate courses. This study was based on intentional change theory (Boyatzis, 2006). Participants were five in-service teachers who decided to change their careers from physical education to APE in their school districts. Data collection consisted of a career reasoning questionnaire, semistructured interviews, and e-mail communication. A constant comparative method (Boeije, 2010) was used in the interpretation of the data, which allowed themes to emerge. Three interrelated themes emerged from the in-service teachers' narratives: factors and influences of APE career choices, administrative and transition planning duties, and career motivations and expectations. The participants demonstrated strong leadership that built on opportunities for innovation and renewal through provision of APE professional culture. Through the online professional development courses, the teachers gained lifelong learning opportunities and increased satisfaction, motivation, and expectations for APE.
Descriptors: Physical Education Teachers, Career Change, Adapted Physical Education, Faculty Development, Influences, Planning, Teacher Responsibility, Teacher Motivation, Expectation, Leadership Qualities, Online Courses, Lifelong Learning, Satisfaction, Students with Disabilities, Teacher Attitudes, Teacher Role
Sagamore-Venture. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975. Web site: https://www.sagamorepub.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A