Beyond Bricks and Mortar: A Qualitative Examination of Factors Influencing Diffusion of an Innovative PETE Graduate Program

Autor/inn/en	Jones, Emily; Eberline, Andrew; Knipe, Robert
Titel	Beyond Bricks and Mortar: A Qualitative Examination of Factors Influencing Diffusion of an Innovative PETE Graduate Program
Quelle	In: Curriculum Studies in Health and Physical Education, 11 (2020) 2, S.163-179 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Emily) ORCID (Eberline, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2020.1719853
Schlagwörter	Educational Innovation; Teacher Education; Physical Education; Masters Degrees; Stakeholders; Barriers; Program Implementation; Technology Integration; Elementary Secondary Education; School Business Relationship; College School Cooperation; School Community Relationship; Experiential Learning; Program Effectiveness; Partnerships in Education; Teacher Educators; Teacher Attitudes; Administrator Attitudes; Rural Schools + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Lehrerausbildung; Lehrerbildung; Körpererziehung; Sportunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulpartnerschaft; Teacher education; Education; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	As novel approaches to post-graduate education emerge and professional learning concepts evolve, there is a need for additional research investigating the processes by which physical education teacher education (PETE) faculty and administrators conceptualise and launch non-traditional graduate programming. The purpose of this study was to investigate stakeholders' perceptions of the factors influencing the diffusion of a one-year, contextually based, full-immersion master's degree in PE. Six stakeholders, including individuals from a mid-sized university, a global fitness corporation, and a rural K-12 school district all located within the United States, participated in semi-structured interviews. Deductive content analysis methods were used to analyse the data. Utilising Roger's Attributes of Innovation, eleven sub-themes emerged. Findings represent stakeholders' perceptions of facilitators and barriers to the implementation and diffusion of an innovative effort to deliver graduate education. Challenges and lessons learned provide insight for PETE faculty and administrators seeking to expand graduate education beyond bricks and mortar. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01