Sport Education for Teachers: Professional Development when Introducing a Novel Curriculum Model

Autor/in	Sinelnikov, Oleg A.
Titel	Sport Education for Teachers: Professional Development when Introducing a Novel Curriculum Model
Quelle	In: European Physical Education Review, 15 (2009) 1, S.91-114 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X09105213
Schlagwörter	Foreign Countries; Physical Education; Cooperative Learning; Interviews; Grade 6; Physical Education Teachers; Teaching Methods; Curriculum Implementation; Instructional Innovation; Experienced Teachers; Beginning Teachers; Workshops; Rural Schools; Inservice Teacher Education; Program Effectiveness; Athletics; Instructional Effectiveness; Teacher Attitudes; Case Studies; Russia + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Kooperatives Lernen; Interviewing; Interviewtechnik; School year 06; 6. Schuljahr; Schuljahr 06; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Junior teacher; Junglehrer; Lernwerkstatt; Schulung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerfortbildung; Leichtathletik; Unterrichtserfolg; Lehrerverhalten; Case study; Fallstudie; Case Study; Russland
Abstract	The purpose of this study was to provide a description of an on-site professional development program for Russian teachers as they learned to teach Sport Education. A concurrent objective was to investigate the effectiveness of this professional development opportunity. Participants were two physical education teachers (one with 27 and one with 3 years of experience) who taught separate sixth grade physical education classes in a school in the Central Chernozem Region of Russia. The data sources included the researcher's log, informal discussions, briefing/debriefing sessions and semi-structured interviews. The following four themes were generated: (a) the need for sample lesson observance in the training phase, (b) teaching-to-model congruency validation, (c) difficulties of "letting go of the control", and (d) cooperative learning. The findings of the study are discussed using the theoretical framework on factors influencing professional development (Birman et al., 2000) and the model of teacher change (Guskey, 1986; 2002). (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10