The Influence of Professional Development on Teachers' Psychosocial Perceptions of Teaching a Health-Related Physical Education Curriculum

Autor/inn/en	Kulinna, Pamela Hodges; McCaughtry, Nate; Martin, Jeffrey J.; Cothran, Donetta; Faust, Roberta
Titel	The Influence of Professional Development on Teachers' Psychosocial Perceptions of Teaching a Health-Related Physical Education Curriculum
Quelle	In: Journal of Teaching in Physical Education, 27 (2008) 3, S.292-307 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education; Mentors; Intervention; Interaction; Effect Size; Social Environment; Physical Education Teachers; Psychology; Professional Development; Teaching Methods; Health Education; Teacher Attitudes; Control Groups; Workshops + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Interaktion; Soziales Umfeld; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lehrerverhalten; Lernwerkstatt; Schulung
Abstract	The impact of a yearlong professional development intervention on physical education teachers' psychosocial perceptions was investigated. Experienced mentor teachers (n = 15) were paired with inexperienced protege teachers (n = 15) who helped them learn how to teach a health-related physical education curriculum (i.e., the Exemplary Physical Education Curriculum). Using the theory of planned behavior as the guiding theory, it was hypothesized that teachers would experience favorable increases in various psychological constructs (e.g., attitude) and variables reflecting the social culture of their schools (e.g., administrator's perceptions) as compared with control teachers (n = 17). A variety of statistically significant main and interaction effects with mean scores in expected directions were found. In general, mentors and proteges developed a more positive view of their own psychological state (e.g., perceived behavioral control) and of the immediate school social environment (i.e., support from administrators and fellow teachers). The significant results, combined with meaningful effect sizes, supported the effectiveness of this intervention. (Contains 6 tables.) (As Provided).
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