The Influence of Socializing Agents and Teaching Context Among Teachers of Different Dispositions Toward Change

in Journal of Teaching in Physical Education
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Physical education teachers have been criticized for not implementing progressive or innovative instruction resulting in enhanced student knowledge and skills for lifetime participation in physical activity. Purpose: To investigate how teachers with varying dispositions toward change perceive socializing agents and teaching context as barriers to or facilitators of making pedagogical change. Methods: Thirty-two teachers completed a survey of personal dispositions toward change and participated in in-depth interviews. Results: Teachers perceived that students’ response to instructional methods and student contact time (days/week), as well as interactions with teaching colleagues and administrators influenced their ability to make pedagogical changes. Teachers with limited student contact time reported scheduling as a barrier to change, whereas daily student contact was a facilitator. Change-disposed teachers were more likely to promote student learning and assume leadership roles. Conclusion: Reform efforts should include consideration of teacher dispositions and student contact time.

Kern is with the School of Kinesiology, University of Louisiana at Lafayette, Lafayette, LA. Graber and Woods are with the Department of Kinesiology and Community Health, University of Illinois Urbana-Champaign, Urbana, IL. Templin is with the School of Kinesiology, University of Michigan, Ann Arbor, MI.

Address author correspondence to Ben Kern at benkern@louisian.edu.
Journal of Teaching in Physical Education

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