Learning to Teach Again: What Professional Development Approach Matters?

in Journal of Teaching in Physical Education
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  • 1 The University of North Carolina at Greensboro
  • | 2 Winston Salem-State University
  • | 3 University of Wisconsin at Whitewater
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Purpose: Informed by the constructivist learning theory, the purpose of this study was to determine the impact of three continuing professional development (CPD) approaches on student learning in a healthful living physical education curriculum. Methods: Physical education teachers (n = 19) received one of the following CPD trainings: (a) Full Training, (b) Expedited Training, or (c) Self-Training. The effect of each CPD method was determined by tracking student learning (N = 3,418) with a two-level linear mixed model. Results: The results showed that Full Training CPD was able to generate the largest knowledge gain in both the Healthy Lifestyles Unit (β = 0.214, p < .001) and Cardio Fitness Club Unit (β = 0.184, p < .01) in comparison with the other two CPD approaches. Discussion: These findings advance our understanding of the role different CPD approaches play in enhancing student learning in the subjects of cardiorespiratory fitness and health lifestyles. Conclusions: The Full-Training CPD appears to benefit student learning the most followed by the Expedited-Training. The Self-Training would yield the least learning achievement.

Deng and Chen are with the Pedagogical Kinesiology Laboratory, Department of Kinesiology, School of Health and Human Sciences, University of North Carolina at Greensboro, NC, USA. Zhang is with the Department of Health, Physical Education & Sport Studies, Winston-Salem State University, Winston-Salem, North Carolina. Wang is with the Department of Kinesiology, University of Wisconsin-Whitewater, Whitewater, WI, USA.

Deng (a_deng@uncg.edu) is corresponding author.
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