Teacher Beliefs and Changes in Practice Through Professional Development

Ben D. Kern, Chad M. Killian, Douglas W. Ellison, Kim C. Graber, Elaine Belansky, Nicholas Cutforth

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to determine how the research intervention called Healthy Eaters, Lifelong Movers (HELM) and associated San Luis Valley Physical Education Academy (SLVPEA) influenced teachers’ beliefs about physical education and the extent to which they sustained pedagogical changes over time. Seventeen physical educators who completed the 2-year intervention were interviewed 3 years later, and data collected during HELM/SLVPEA using the System for Observing Fitness Instruction Time were analyzed to create an individual change profile. Mean difference of System for Observing Fitness Instruction Time variables at baseline and postintervention was analyzed using dependent, paired-samples t tests, treating each participant as a separate case. Qualitative data were analyzed using a standard interpretive approach and constant comparison methodology. Teachers made significant changes during HELM/SLVPEA and maintained these changes 3 years later. Their beliefs about physical education were altered, and many reported feeling less marginalized. The provision of resources along with ongoing site support facilitated changes in beliefs and practice.
Original languageEnglish (US)
Pages (from-to)1-12
JournalJournal of Teaching in Physical Education
DOIs
StateAccepted/In press - 2020

Keywords

  • SOFIT
  • teacher socialization
  • subjective theory
  • SPARK

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