東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Physical education teachers' percept...

Pratt, Erica A.

Linked to FindBook

Google Book

Amazon

博客來

Physical education teachers' perceptions of the role of support mechanisms within contemporary professional development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Physical education teachers' perceptions of the role of support mechanisms within contemporary professional development./
Author:	Pratt, Erica A.
Description:	169 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3728919
ISBN:	9781339146454

Physical education teachers' perceptions of the role of support mechanisms within contemporary professional development.
Pratt, Erica A.

Physical education teachers' perceptions of the role of support mechanisms within contemporary professional development. - 169 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ph.D.)--University of Northern Colorado, 2015.

The purpose of this study was to explore the role of support mechanisms within professional learning communities (PLCs) and their impact on teaching practice. The specific research questions were: (a) What are the types of support mechanisms within a PLC?, (b) What do physical education teachers perceive as the nature of support mechanisms within a PLC?, and (c) How do physical education teachers view support mechanisms within PLCs as impacting their practice? Participants included 34 elementary physical education teachers representing three active PLCs in the United States. Data sources included: (a) focus group interviews, (b) field notes, (c) informal conversational interviews, (d) follow-up interviews, and (e) artifacts. Data were analyzed using a phenomenological approach and resulted in identification of support within PLCs as occurring between people and within the environment. Specifically personal connections, inclusivity, and helpfulness were related to support between people. Support within the environment was reported as diversity of members and a relaxed atmosphere. Furthermore, the teaching practice of physical education teachers was impacted in two ways: through enhanced curriculum and instruction and teacher empowerment. Overall the identified support mechanisms within PLCs enhanced the curriculum and instruction of the teachers through the development of curriculum guides and implementation of teaching strategies and best practices within classes. In addition, teachers were empowered to take risks and reported having an increased sense of confidence regarding their teaching. Support within PLCs assisted with teachers' professional learning and ultimately impacted their practice. Enacting change by supporting teachers in their quest for professional knowledge through PLCs is one small step in the right direction in creating meaningful PD that will contribute to teachers' professional learning and ultimately enhance student learning.

ISBN: 9781339146454Subjects--Topical Terms:

3172312
Teacher education.

Physical education teachers' perceptions of the role of support mechanisms within contemporary professional development.
LDR:02927nmm a2200277 4500 001 2115669
005 20170323101057.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781339146454
035 $a (MiAaPQ)AAI3728919
035 $a AAI3728919
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pratt, Erica A. $3 3277337
245 1 0 $a Physical education teachers' perceptions of the role of support mechanisms within contemporary professional development.
300 $a 169 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Advisers: Melissa A. Parker; Mark A. Smith.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2015.
520 $a The purpose of this study was to explore the role of support mechanisms within professional learning communities (PLCs) and their impact on teaching practice. The specific research questions were: (a) What are the types of support mechanisms within a PLC?, (b) What do physical education teachers perceive as the nature of support mechanisms within a PLC?, and (c) How do physical education teachers view support mechanisms within PLCs as impacting their practice? Participants included 34 elementary physical education teachers representing three active PLCs in the United States. Data sources included: (a) focus group interviews, (b) field notes, (c) informal conversational interviews, (d) follow-up interviews, and (e) artifacts. Data were analyzed using a phenomenological approach and resulted in identification of support within PLCs as occurring between people and within the environment. Specifically personal connections, inclusivity, and helpfulness were related to support between people. Support within the environment was reported as diversity of members and a relaxed atmosphere. Furthermore, the teaching practice of physical education teachers was impacted in two ways: through enhanced curriculum and instruction and teacher empowerment. Overall the identified support mechanisms within PLCs enhanced the curriculum and instruction of the teachers through the development of curriculum guides and implementation of teaching strategies and best practices within classes. In addition, teachers were empowered to take risks and reported having an increased sense of confidence regarding their teaching. Support within PLCs assisted with teachers' professional learning and ultimately impacted their practice. Enacting change by supporting teachers in their quest for professional knowledge through PLCs is one small step in the right direction in creating meaningful PD that will contribute to teachers' professional learning and ultimately enhance student learning.
590 $a School code: 0161.
650 4 $a Teacher education. $3 3172312
650 4 $a Physical education. $3 635343
690 $a 0530
690 $a 0523
710 2 $a University of Northern Colorado. $b Sport and Exercise Science. $3 2097332
773 0 $t Dissertation Abstracts International $g 77-03A(E).
790 $a 0161
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3728919