Empowering teachers to implement innovative content in physical education through continuous professional development

Document Type

Article

Publication Date

3-15-2017

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.

Publication Title

Teacher Development

Volume

21

Issue

2

First Page

288

Last Page

306

Digital Object Identifier (DOI)

10.1080/13664530.2016.1235608

ISSN

13664530

E-ISSN

17475120

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