The Development and Delivery of Online Professional Development in Physical Education

Strategies ◽  
2021 ◽  
Vol 34 (5) ◽  
pp. 46-48
Author(s):  
Collin Brooks ◽  
Peter Stoepker ◽  
Brian Mosier, ◽  
Brent Heidorn
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Online Professional Development

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.

Under a growth-centered accountability system: A job demand and resource perspective for physical educators

2021 ◽  
pp. 1356336X2110031
Author(s):  
Tan Zhang
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Student Learning ◽  
Job Demands ◽  
Work Life ◽  
Working Environment ◽  
Physical Educators ◽  
Teacher Accountability ◽  
Accountability System ◽  
Sampling Procedures

The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers’ accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education.

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.

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