Physical Educators' Engagement in Online Adapted Physical Education Graduate Professional Development

Autor/inn/en	Sato, Takahiro; Haegele, Justin A.
Titel	Physical Educators' Engagement in Online Adapted Physical Education Graduate Professional Development
Quelle	In: Professional Development in Education, 44 (2018) 2, S.272-286 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haegele, Justin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2017.1288651
Schlagwörter	Adapted Physical Education; Physical Education Teachers; Grounded Theory; Teacher Attitudes; Online Courses; Graduate Study; Andragogy; Faculty Development; Interviews; Peer Evaluation; Feedback (Response); Assignments; Questionnaires; Teaching Experience; Teacher Characteristics; Peer Relationship; Practicums; Teacher Student Relationship; Teaching Methods; Cognitive Style; Learner Engagement; Distance Education; Qualitative Research; Case Studies + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Online course; Online-Kurs; Aufbaustudium; Graduiertenstudium; Hauptstudium; Andragogics; Andragogik; Interviewing; Interviewtechnik; Assignment; Auftrag; Zuweisung; Fragebogen; Peer-Beziehungen; Practicum; Praktikum; Praktika; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Distance study; Distance learning; Fernunterricht; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	The purpose of this study was to investigate in-service physical education teachers' engagement during online adapted physical education (APE) graduate professional development. This study was based on andragogy theory. All participants were in-service physical education teachers enrolled in a state-approved online APE endorsement program at a Midwestern public university in the United States. The program includes two online courses (Introduction of APE and Practicum in APE). Data collection included face-to-face open-ended interviews, peer-review feedback assignments, practicum experience reports and bulletin board discussion logs. As supplement material, this study used a demographic questionnaire which included questions pertaining to the participants' personal characteristics (e.g. race, age, sex) and current teaching experiences. A constant comparative method was used to interpret the data, and this allowed themes to emerge from the data as well as from the theoretical framework. Four interrelated themes emerged from the physical education teachers' narratives: interactions with online APE professor; peer interaction in online APE practicum courses; assessment practices with peers; and sharing through online discussion. This study recommends that online course instructors may consider changing their instructional style (pedagogical orientation) to problem-solving learning styles (andragogy orientation) that enhance teachers' engagement in online learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01