National board certified physical education teachers task presentations and learning environments

Jesse Lee Rhoades, Amelia Mays Woods

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined National Board Certified Physical Education Teachers' (NBCPET) instructional practices. Socialization theory guided this study. Data were collected on six NBCPETs using systematic observations and open-ended interviews. Each teacher was observed two full days, with data gathered from eight to 11 lessons for each teacher. Teachers participated in two interviews lasting approximately 45 min. Constant comparative methods were used to identify emergent themes. Systematic observations revealed that participants achieved an average score of 76.4 on the Qualitative Measures of Teacher Performance Scale. Academic Learning Time-Physical Education data showed that students of the NBCPETs, on average, experienced 38% motor appropriate practice time, 4.4% motor inappropriate practice time, and 3.8% off-task time during observed classes. Perceived change as a result of the National Board Certification process emerged as a theme through the data analysis. The results imply that this advanced certification process served as a positive agent of socialization.

Original languageEnglish (US)
Pages (from-to)4-20
Number of pages17
JournalJournal of Teaching in Physical Education
Volume31
Issue number1
DOIs
StatePublished - Jan 2012

Keywords

  • Advanced certification
  • Expertise
  • Socialization

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

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