Exploring Professional Learning Styles of Beginning Physical Education Teachers in Learning Community

Autor/inn/en	You, JeongAe; Lee, Eui-Jae; Craig, Cheryl J.; Kim, Hyung-Sook
Titel	Exploring Professional Learning Styles of Beginning Physical Education Teachers in Learning Community
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 5, S.419-429 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Craig, Cheryl J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0402-5
Schlagwörter	Communities of Practice; Faculty Development; Beginning Teachers; Physical Education Teachers; Males; Cognitive Style; Active Learning + Suchen Sie Ihr Suchwort? Community; Junior teacher; Junglehrer; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Male; Männliches Geschlecht; Cognitive styles; Kognitiver Stil; Aktives Lernen
Abstract	Learning communities in education are constructive communication networks for all teachers. Their purpose is to promote professional development, especially for new teachers. Using grounded theory, this paper explores various learning styles identified among newly admitted teachers while participating in learning communities. Nine novice male physical education teachers currently involved in learning communities were selected. Data collection included document analysis such as classroom materials and teaching journals as well as in-depth interviews. The analysis methods such as selective coding, open coding, and axial coding (Strauss and Corbin 1998) were used to analyze the collected data. Through the grounded theory research method, three different learning styles of ten beginning teachers were instantiated: (1) potential learning style, (2) passive learning style, and (3) active learning style. Although beginning teachers develop their own unique styles of professional learning, their activities in learning communities can contribute to their professional development and learning-over-the-continuum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01