Empowering teachers to implement innovative content in physical education through continuous professional development. Issue 2 (15th March 2017)

• Record Type: Journal Article
• Authors: Braga, Luciana; Jones, Emily; Bulger, Sean; Elliott, Eloise
• Is Part Of: Teacher development. Volume 21:Issue 2(2017)
• Page Start: 288
• Page End: 306
• Publication Date: 2017-03-15
• Subjects: professional development -- physical education -- teacher empowerment -- mountain biking; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Career development -- Periodicals; 370.711
• DOI: 10.1080/13664530.2016.1235608
• Languages: English
• ISSNs: 1366-4530

Abstract

Abstract : The purpose of this study was to examine teacher perceptions regarding their experiences in a research-informed continuous professional development (CPD) initiative and its influence on their professional readiness to implement innovative content in physical education (PE). Participants included four PE teachers who engaged in a series of hands-on workshops and collaborative activities related to the design and implementation of a mountain biking unit in two middle schools. Qualitative data were collected through post-workshop surveys, semi-structured interviews, and a focus group. Data were analyzed using inductive content analysis, and results revealed four themes: (a) igniting change, (b) transferring to the classroom, (c) student response, and (d) sustaining beyond a single unit. Findings from this study reinforce the need for research-informed CPD efforts in PE and highlight its role in generating a sense of teacher empowerment and promoting systemic change within school-based PE.