Literaturnachweis - Detailanzeige
| Autor/inn/en | Deglau, Dena A.; O'Sullivan, Mary |
|---|---|
| Titel | Chapter 3: The Effects of a Long-Term Professional Development Program on the Beliefs and Practices of Experienced Teachers |
| Quelle | In: Journal of Teaching in Physical Education, 25 (2006) 4, S.379-396 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0273-5024 |
| Schlagwörter | Teaching Methods; Urban Schools; Professional Development; Physical Education; Teacher Attitudes; Intervention; Questionnaires; Teaching Experience; Beliefs |
| Abstract | In order to understand teachers' responses to professional development (PD) opportunities at the level of practice, and how such practice is situated within communities of learners, changes that occur as a result of participation and the mediational influences of the community of practice itself must be considered. The primary purpose of this study was to examine how a 15-month PD program influenced urban teacher' beliefs about teaching and their teaching practices. A second purpose was to understand how the teachers' experiences within a community of practice influenced their sense of themselves as professionals and their physical education program. The following three questions guided the research study: (1) How did teachers' experiences with the first Physical Education for Progress (PEP) grant influence their thinking and beliefs about teaching?; (2) In what ways did the community of practice influence teachers' thinking and beliefs about themselves as teachers and their identities as physical educators?; and (3) How did teachers' experience with the program influence their thinking and beliefs about their students? Findings are discussed relative to the themes that emerged based upon the inductive analysis of the data in answer to the research questions, each of which considered shifts in teachers' thinking and beliefs about their teaching, themselves as teachers, and their students. The authors conclude that further research is needed to examine the factors that influence teachers' identities in order to more fully understand teachers' responses to PD opportunities. (Contains 1 table.) (ERIC). |
| Anmerkungen | Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
