TY - JOUR
T1 - The influence of professional development on teachers' psychosocial perceptions of teaching a health-related physical education curriculum
AU - Kulinna, Pamela
AU - McCaughtry, Nate
AU - Martin, Jeffrey J.
AU - Cothran, Donetta
AU - Faust, Roberta
N1 - Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2008/7
Y1 - 2008/7
N2 - 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 protégé 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 protégés 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.
AB - 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 protégé 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 protégés 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.
KW - EPEC
KW - Exemplary physical education curriculum
KW - Mentoring
KW - Training
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U2 - 10.1123/jtpe.27.3.292
DO - 10.1123/jtpe.27.3.292
M3 - Article
AN - SCOPUS:53349160887
VL - 27
SP - 292
EP - 307
JO - Journal of Teaching in Physical Education
JF - Journal of Teaching in Physical Education
SN - 0273-5024
IS - 3
ER -