The purpose of this study was to examine the pedagogy of facilitation within physical education professional development (PD). Specific research questions were: 1) What were the self-identified pedagogical strategies employed by facilitators in PD?, and 2) From the perspective of the participants, what strategies contributed to their growth as learners? Participants included fifteen PD facilitators and 88 teachers from eight selected professional learning communities in the U.S. and Europe. Data sources included interviews, artifacts, and field notes. Three participant-centered pedagogical strategies reflected facilitators’ methods and teachers’ perceptions: (a) learning as doing: providing structure without dictating, (b) learning as trying: creating and testing new ideas, and (c) learning as sharing: public presentation of work. By teaching without telling, purposeful facilitator actions contributed to the development of an environment that encouraged teachers to become active participants in the creation of knowledge and development of professional capital.
Meaningful Learning in Professional Development: Teaching Without Telling
Kevin Patton, Melissa Parker, and Erica Pratt
Standards-Based Assessment, Grading, and Professional Development of California Middle School Physical Education Teachers
Robert Daniel Michael, Collin Webster, Debra Patterson, Patricia Laguna, and Clay Sherman
This study examined California middle school physical education teachers’ (grades 6–8) use of assessments based on state standards to grade their students.
An electronic survey was used to collect data.
Of the 309 teachers surveyed, 74% based their assessments on the state physical education standards. Teachers who used standards-based assessments were more prone to assigning higher percentages of students’ grades to achievement-based assessments (e.g., skills testing, fitness, standards competency) than teachers who did not use standards-based assessments. However, all teachers gave similar weightings to administrative-based assessments (e.g., dressing out appropriately). Most of the teachers (91.2%) who reported not using standards-based assessments had limited to no professional development pertaining to the standards and perceived this as the biggest challenge to using standards-based assessments.
This study shows that professional development may be an important factor in teachers’ use of standards-based assessments and achievement-focused grading in middle school physical education.
Learning to Teach Again: What Professional Development Approach Matters?
Anqi Deng, Tan Zhang, Yubing Wang, and Ang Chen
Continuing professional development (CPD) is a critical element in curriculum reform. At the current time, it has become an urgent need to reeducate physical education (PE) teachers on teaching health-enhancing PE ( Haerens, Aelterman, Meester, & Tallir, 2017 ). CPD is acknowledged to be essential
A 2-Year Evaluation of Professional Development Workshops Focused on Physical Education and School Physical Activity
Brian Dauenhauer, Jennifer M. Krause, Dannon G. Cox, Katie L. Hodgin, Jaimie McMullen, and Russell L. Carson
Continuing professional development (PD) for teachers is instrumental in the development of quality physical education programs ( Patton et al., 2013 ). It has the capacity to cultivate teacher content knowledge, improve instructional repertoires, nurture collaborative practices, and improve the
Exploration of the Patterns of Physical Education Teachers’ Participation Within Self-Directed Online Professional Development
Okseon Lee, Euichang Choi, Victoria Goodyear, Mark Griffiths, Hyukjun Son, Hyunsoo Jung, and Wonhee Lee
There is extensive international evidence that continuous professional development (CPD) is a key mechanism for teachers to learn and develop their practices so as to meet the complex needs of young people today ( Darling-Hammond, Hyler, & Gardner, 2017 ; Groundwater-Smith, 2017 ; Vangrieken
Supporting Teachers in Implementing Movement Integration: Addressing Barriers Through a Job-Embedded Professional Development Intervention
Kristina M. Sobolewski, Larissa T. Lobo, Alexandra L. Stoddart, and Serene Kerpan
). Most general education teachers have positive views of MI, yet there is still limited uptake ( Michael et al., 2019 ). Teacher-cited barriers to MI include absence of professional development, lack of time, low confidence, safety concerns, poor adaptability to classroom lessons, low perceptions of PA
A Professional Development Program to Enhance Primary School Teachers’ Knowledge and Operationalization of Physical Literacy
Lowri C. Edwards, Anna S. Bryant, Kevin Morgan, Stephen-Mark Cooper, Anwen M. Jones, and Richard J. Keegan
implementation can be mitigated via effective professional development programs ( Hunzicker, 2011 ). Professional Development Programs In teaching and education, professional development programs provide feasible opportunities for teachers to develop and refine high-quality teaching practice in an ever
Case Study of a Professional Development Support Group of Sport Psychology Practitioners Working in Major League Baseball Organizations in the United States and Canada
practitioners. Correspondingly, sport psychology practitioners working in professional baseball have expressed interest in their professional development to better respond to the range of expectations that come from players, coaches, athletic trainers, and front office executives with whom they interact
Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education
Stephanie Beni, Tim Fletcher, and Déirdre Ní Chróinín
’ implementation of innovations through effective professional development (PD) initiatives if they are to experience lasting changes to their teaching practice ( Century & Cassata, 2016 ; Goodyear & Casey, 2015 ). Thus, the purposes of this research were to design a PD initiative to introduce teachers to
Initiating and Sustaining a Teacher-Initiated Community of Practice as a Form of Continuing Professional Development: Internal Leaders’ Perspectives
Bomna Ko, Yun Soo Lee, and Tristan Wallhead
There remains consensus that effective teacher professional development (PD) improves the quality of teaching and increases student learning outcomes ( Darling-Hammond & Richardson, 2009 ). At its forefront is the need for teachers to participate in continuing PD (CPD) that affords them an