Teachers' Perceptions of Professional Learning to Increase Classroom Physical Activity: Supporting School Policy Implementation

Autor/inn/en	Bulger, Sean; Elliott, Eloise; Machamer, Annie; Taliaferro, Andrea
Titel	Teachers' Perceptions of Professional Learning to Increase Classroom Physical Activity: Supporting School Policy Implementation
Quelle	In: Excellence in Education Journal, 9 (2020) 1, S.32-56 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-4166
Schlagwörter	Teacher Attitudes; Faculty Development; Class Activities; Physical Activities; School Policy; Outcomes of Education; Student Centered Learning; Teacher Behavior; Student Behavior; Teacher Workshops; Teacher Collaboration + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schulpolitik; Lernleistung; Schulerfolg; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teacher behaviour; Student behaviour; Schülerverhalten; Lehrerkooperation
Abstract	The purpose of this study was to determine classroom teachers' and school administrators' (N=146) perceptions of physical activity (PA) integration into the academic classroom after participating in a day-long professional development (PD) workshop, and one year following the workshop. A retrospective pretest survey was administered to all participants at the close of the PD and one year later to measure participant perceptions across two levels: reaction to workshop quality and personal learning. Indicators of quality supported that the workshop was well planned, managed, and delivered. Results of paired-sample t-tests indicated a statistically significant improvement in participant understanding, ability to demonstrate comprehension, and apply concepts. Overall results of the one-year follow-up revealed that the levels of learning remained favorable and provided insight regarding the longer-term outcomes of teacher and student behaviors. The discussion addresses the importance of student-centered instruction, content specificity, professional collaboration, and school support in teacher professional development. (As Provided).
Anmerkungen	Excellence in Education Journal. e-mail: eejeditor@gmail.com; Web site: http://www.excellenceineducationjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01