. Therefore, the purpose of this research was to understand and learn about in-service teachers’ and EAs’ PD experiences for IPE, individually and collaboratively. The main question that guided the research was: What are in-service physical education (PE) teachers’ and EAs’, who work as instructional team
Hayley Morrison and Doug Gleddie
During this study, concerns data were collected from 7 elementary physical education teachers in order to determine their types and intensities of concerns as they proceeded through an in-service program, and to determine the degree to which they implemented the proposed changes. The Stages of Concern Questionnaire and open-ended statements of concern were administered to the teachers on three occasions during the 3-month in-service program: at the outset, midway, and upon completion of the sessions. In order to amplify data collected through these instruments, researchers conducted observations and formal and informal interviews. The data revealed three participation styles among the 7 teachers. The 2 teachers who became users of the innovations were categorized as actualizers. The 3 conceptualizers felt positively disposed to the changes but did not become users during the inservice program. The 2 remaining teachers—the resisters—were negatively disposed to the innovations and failed to implement them. Group and individual analyses are discussed as well as factors that influenced the teachers’ participation.
Natalie Jayne Lander, Lisa Michele Barnett, Helen Brown and Amanda Telford
The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable. Neither years of experience nor confidence influenced the quality of assessment tools used; however, greater FMSs training improved assessment practice regularity. Teachers more recently out of preservice were more confident in demonstrating FMSs. The results suggest that FMSs education for teachers should be a priority inclusion in both the training of preservice teachers and the ongoing professional development of in-service teachers.
Nell Faucette and George Graham
This article discusses some of the results described in a recent observational case study that examined the impact of an in-service program on the curricula and teaching behaviors of two elementary physical education teachers. In the study, numerous factors were identified as enhancers and inhibitors to the implementation process, including the relationships between participating principals and the two teachers. This article describes these relationships and the perceptions of the two teachers as they progressed through the in-service program. It also discusses the teachers’ levels of use of the innovations. The results of the study revealed that both teachers were dramatically influenced by their perceptions of principals’ actions and attitudes but only one of them successfully adopted the innovations. Data for the study were obtained from four sources: observations, interviews, documents, and questionnaires. These data were collected during a 7-month period that included all preliminary and in-service planning sessions as well as five in-service sessions, and during 140 hours of observations at two school sites.
Judy Potter Chandler and J. Leon Greene
The purpose of the study was to examine student placements, use of least restrictive environment (LRE) options, teachers’ perceived needs, curriculum content, and activity options in regular physical education (RPE) and adapted physical education (APE) during a period of restructuring from segregated to LRE placements. The Integration Status Questionnaire (ISQ) was used to obtain data with a return rate of 37% among RPE teachers and 78% among APE teachers. Of the 1,627 students receiving APE, 714 were being served in self-contained settings, with no reliable data available as to disability categories of children served or other LRE options being used. The majority of teachers in both groups had received general in-service training for inclusion, but only 4% had received in-service training specific to physical education content. The examination of curriculum content indicated that RPE teachers spent the majority of teaching time on sport skills and traditional games while APE teachers concentrated on sensory motor development and health-related fitness.
Takahiro Sato, Justin A. Haegele and Rachel Foot
The purpose of this study was to investigate in-service physical education (PE) teachers’ experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants’ narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants’ perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.
Tom Sharpe, Rob Spies, Dick Newman and Donna Spickelmier-Vallin
This paper describes the effects of two instructional strategies on (a) the accuracy of self-monitoring by in-service teachers, and (b) the resulting changes in their daily teaching practices. Independent recordings of teacher and student practices were first compared to teacher self-ratings. Two self-monitoring instructional procedures were then introduced to determine their effectiveness in improving the accuracy of the teachers’ self-perceptions of their classroom practices. A single-subject A-B-A-C design was used to document procedural effectiveness. Results indicated (a) the utility of a behavioral systems observational approach for describing daily classroom activity; (b) the superior effectiveness of verbal and videotape feedback, when compared to verbal only, in facilitating self-monitoring accuracy; and (c) a positive effect of improved self-monitoring accuracy on teacher and student practices related to subject matter learning. Results suggest incorporating the use of self-monitoring accuracy as a facilitating component to the teacher education process.
Mario Díaz-Cueto, Juan Luis Hernández-Álvarez and Francisco Javier Castejón
The purpose of this study was to understand the perceptions of in-service Physical Education (PE) teachers when using Teaching Games for Understanding (TGfU) in teaching sports. Data were gathered from interviews, work group meetings, and participants’ diaries. The results show the difficulties PE teachers had in the planning and implementation of TGfU. In the initial stage of implementing TGfU, teachers reported feelings of insecurity to the point of doubting their own pedagogical expertise and knowledge. They also reported anxiety and exhaustion. Once they surpassed the first stage, teachers’ feelings of satisfaction increased in parallel with students’ improvement, in particular because students with the lowest skill level had made significant progress in decision-making, overall compression of the game, and tactical problem solving. This study identified some major challenges facing PE teachers wishing to implement TGfU, and thus allows for the development of support strategies to promote teachers’ pedagogical self-assessment.
Jun-Hyung Baek, Emily Jones, Sean Bulger and Andrea Taliaferro
studies have indicated that pre- and in-service physical education (PE) teachers do not feel sufficiently prepared to incorporate technology into their classroom in meaningful ways ( Gibbone, Rukavia, & Silverman, 2010 ; Juniu, Shonfeld, & Ganot, 2013 ). Although these findings highlight the importance
Tan Leng Goh and Kristin Scrabis-Fletcher
al., 2014 ), our study aimed to bridge the gap in the literature by examining the perspectives of preservice PETE candidates who implemented an MI program in an elementary school and the perspectives of the in-service teachers who collaborated with the university PETE candidates to support the