The Influence of Professional Development on Teachers’ Implementation of the Teaching Personal and Social Responsibility Model

2015 ◽  
Vol 34 (4) ◽  
pp. 603-625 ◽  
Author(s):  
Okseon Lee ◽  
Euichang Choi
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Cultural Differentiation ◽  
Teachers And Students ◽  
Common Goals ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the influence of a professional development (PD) program on teachers’ implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data were collected from interviews with the teachers and students, observations, and teachers’ reflective journal entries. The findings revealed that PD enhanced the fidelity of implementation in terms of improving structural adherence, facilitating coherent instructional delivery, and making the students more active and responsible. The PD also helped the teachers to adapt the model by developing cultural differentiation strategies, modifying existing components, and extending the implementation of the TPSR through connection with other subjects or activities. The teachers found that the PD facilitated their implementation of TPSR by giving them common goals, empowering them as creators of knowledge, and providing a continuous and authentic learning experience.

scholarly journals Professional Development in training and Tutoring Have I really gained experience and skill through training and tutoring sessions? Case of: a special third year student, language sciences and didactics (SLD), Department of English, University of Bejaia

2020 ◽  
Vol 8 (9) ◽  
pp. 131-145
Author(s):  
Dr. Salima MAOUCHE-KETFI
Keyword(s):  
Professional Development ◽  
Teaching Practice ◽  
Learning Experience ◽  
Teaching Experience ◽  
Strong Relationship ◽  
Active Participation ◽  
Active Engagement ◽  
Small Group Teaching ◽  
Official Document ◽  
Teachers And Students

Practitioner engagement is not an easy task in teaching in higher education. In fact, there is much evidence now to propose a strong relationship between active engagement and the quality of the teaching experience. But what exactly do we mean by ‘engagement’? For many it simply refers to assisting students to connect with the subject material in a way that generates interest, enjoyment and interaction. Generating active participation is particularly important in tutorials or small group teaching, where tutorials ‘by design’, are intended to provide students a different kind of learning experience than the lecture. It is also through active engagement that both, teachers and students take greater ownership for their teaching craft and learning process. This concept assists in the development of an overall design or structure to support such engagement and active participation. The more organized and clear the teachers and students are, the more likely it is that they will get the desired and target results. In addition to this, active engagement of teachers should be reinforced by a reflective practice which is an active process too of attending to their own experience of teaching in order to explore it in some depth. It is in fact a ‘dialogue of thinking and doing through which teachers become more skilled. This process develops by thinking critically and deeply about what teachers are doing in order that they may transform that experience and reapply it in new contexts. In many respects, Professional Development in training and tutoring has been designed to motivate reflection on one’s teaching practice and mostly where teachers have an opportunity to see others in practice. The article’s results have been derived from the interpretation of the data collected through designing an interview addressed to the only special student of the department and show the researcher’s experience as a teacher and an administrator with Abdenour, this is how I like to call him, a blind student, but his determination and willingness to succeed in his higher studies made of him a remarkable young man. Special tutoring and training sessions have been designed to enable him fully integrate the learning community. Therefore, this article has been directed to focalize on the pedagogical decisions based on implementing and considering the training and tutoring sessions as a necessity to develop first the teaching craft and then help, advise and guide our students towards more success in their studies. Is not it mentioned in the official document (Journal officiel de la République Algérienne N°23 du 4 Mai, 2008 ; articles 33,34, 35, …) « to receive the students 3 hours/week to advise and orient them »?

scholarly journals Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

2010 ◽  
Vol 13 (2) ◽  
pp. 667-676 ◽  
Author(s):  
Amparo Escartí ◽  
Melchor Gutiérrez ◽  
Carmina Pascual ◽  
Diana Marín
Keyword(s):  
At Risk ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Intervention Group ◽  
Dropping Out ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
At Risk Adolescents ◽  
Out Of School

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

scholarly journals Expanding the Boundaries of TPSR and Empowering Others to Make Their Own Contributions

2020 ◽  
Author(s):  
Barrie Gordon ◽  
Sylvie Beaudoin
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Research Quality ◽  
Ongoing Research ◽  
Program Fidelity ◽  
Geographical Spread ◽  
Extensive Range ◽  
Growth Method ◽  
Personal And Social Responsibility ◽  
Quality Professional Development

Purpose: The purpose of this article was to examine the geographical spread of teaching personal and social responsibility (TPSR), the extensive range of new populations and cultures that TPSR has been implemented with, and to consider the resulting challenges of this growth. Method: Information was gathered from published articles, dissertations, professional articles, and program descriptions and systematically analyzed for program fidelity. Results: A total of 31 countries were identified as having some level of TPSR presence, and there was a great deal of diversity in how, where, and to whom the programs are implemented. Discussion: The proliferation of TPSR will continue, and as this occurs, there will be increasing challenges in maintaining fidelity to the model. Conclusion: To meet this challenge, ongoing research, quality professional development, and the growth of communities of TPSR practice will be crucial.

Professional Development for Teaching Personal and Social Responsibility: Past, Present, and Future

2020 ◽  
Vol 39 (3) ◽  
pp. 347-356 ◽  
Author(s):  
Robin J. Dunn ◽  
Sarah A. Doolittle
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Social Responsibility ◽  
Teacher Educators ◽  
Lessons Learned ◽  
Successful Implementation ◽  
Emotional Life ◽  
Social And Emotional ◽  
Personal And Social Responsibility ◽  
Common Barriers

Don Hellison presented his ideas to teachers and coaches who sought strategies for enhancing responsibility behaviors in youth of underserved communities. He also conveyed his concepts to teacher educators charged with preparing professionals in sport and physical activity all over the world. Using a variety of formal and informal ways of sharing teaching personal and social responsibility (TPSR), Don, his colleagues, and those responsible for educating teachers and coaches have shared TPSR as a way to help youth learn social and emotional life skills through sport and physical activity. This article is designed to review what is known about how teachers and other physical activity professionals learn to do TPSR by exploring the literature and research as well as summarizing lessons learned about the process. Common barriers to successful implementation of TPSR and future directions for research and practice on professional development in TPSR are discussed.

Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

2008 ◽  
Vol 27 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Weidong Li ◽  
Paul M. Wright ◽  
Paul Bernard Rukavina ◽  
Molly Pickering
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Intrinsic Motivation ◽  
Teaching Practice ◽  
Factor Model ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor ◽  
Personal And Social Responsibility

The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who completed the questionnaires. The results from a confirmatory factor analysis and internal consistency suggest the two-factor PSRQ is valid and reliable for assessing students’ perceptions of personal and social responsibility in physical education. The correlational analysis suggests that participants with higher levels of personal and social responsibility were likely to enjoy physical education more. An important implication for teaching practice is that, to encourage all individuals to be intrinsically motivated to participate in physical education, physical education teachers need to empower students with choices and voices, focus them on effort and self-direction in physical education, and create a respectful and caring learning environment.

scholarly journals THE EFFECTIVENESS OF HELLISON’S MODEL OF PERSONAL AND SOCIAL RESPONSIBILITY IN PHYSICAL EDUCATION TEACHING

2019 ◽  
pp. 663 ◽  
Author(s):  
Svetlana Buišić ◽  
Višnja Đorđić
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Social Responsibility ◽  
Youth Violence ◽  
Experimental Program ◽  
Control Group ◽  
Discipline Problems ◽  
Self Evaluation ◽  
Personal And Social Responsibility ◽  
Responsibility Model

Increase in youth violence, discipline problems in schools, decrease of interest in physical activities and other negative trends, impose the need for reconceptualization of physical education. Among promising models, one stands out. It is the Hellison’s responsibility model or Teaching Personal and Social Responsibility model-TPSR Model, based on intrinsic motivation and encouraging personal and social responsibility of students. Goal of the present study was to check the effectiveness of Hellison’s model in primary school physical education setting. Sample consisted of students of third grade of elementary school (N=100; 54 boys, 46 girls), appointed to experimental and control group. The effects of the experimental (TPSR) and standard program of physical education on responsibility in students, motivational orientations, self-evaluation, social support and motor learning were tested. The data was processed by methods of descriptive statistics, MANOVA analysis and Mann-Whitney test (p ≤ .05). After completing experimental program, statistically significant differences were detected in all dependent variables, consistently in favor of the experimental group. Hellison’s model produced the largest effects in the domain of motor learning, responsibility and self-determined motivation in students, which points to validity of its implementation in regular physical education teaching.

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