Teacher Perspectives of Online Continuing Professional Development in Physical Education

Autor/inn/en	Lander, Natalie; Lewis, Steven; Nahavandi, Darius; Amsbury, Kyler; Barnett, Lisa M.
Titel	Teacher Perspectives of Online Continuing Professional Development in Physical Education
Quelle	In: Sport, Education and Society, 27 (2022) 4, S.434-448 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lander, Natalie) ORCID (Lewis, Steven) ORCID (Nahavandi, Darius) ORCID (Amsbury, Kyler) ORCID (Barnett, Lisa M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1862785
Schlagwörter	Professional Continuing Education; Physical Education; Physical Education Teachers; Elementary School Teachers; Teacher Attitudes; Online Courses; Psychomotor Skills; Skill Development; Student Evaluation; Teacher Motivation; Educational Needs; Communities of Practice; Educational Technology; Technology Uses in Education; Barriers; Program Effectiveness; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Online course; Online-Kurs; Psychomotorische Aktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung; Educational need; Bildungsbedarf; Community; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Australien
Abstract	Continuing professional development (CPD) is important to ensure teachers continuously maintain and update the best practice knowledge and skills needed for the profession. Limited research into CPD in physical education (PE-CPD) suggests that current provisions are largely ineffective, particularly regarding access, and the specific teaching of motor skills (e.g. throw, catch, run). Improved PE-CPD is clearly needed, and online programmes may provide a promising avenue for more accessible and effective delivery. Digital models of PE-CPD are in the early stages of use, and as yet we know very little about PE teachers' experiences of online CPD. Thus, the present study aimed to (i) explore elementary school PE teachers' perceptions of online PE-CPD; and (ii) provide recommendations on the development and provision of future online PE-CPD, with a particular focus on motor skill instruction and assessment. Twenty-two PE teachers participated in focus group discussions, which were analysed in NVivo 11 using an inductive thematic approach. Three major themes and several subthemes were developed from the data. First, there was significant teacher motivation and perceived need for online PE-CPD, mainly in relation to accessibility. Second, and despite this perceived need, teachers reported considerable caution around its use, especially regarding a perceived lack of a 'community of practice'. Third, teachers provided multiple suggestions for future online PE-CPD design and delivery, including that it: (i) be evidence-based; (ii) provide pedagogical content knowledge and not just content knowledge; (iii) be informed by teachers and translatable to practice; (iv) facilitate communities of practice; (v) be interactive; (vi) be simple to navigate; and (vii) be highly visual. It is clear from teacher feedback that while online PE-CPD provides new opportunities, there are still significant limitations. This research provides novel insights and valuable recommendations that could optimise the success of future online PE-CPD offerings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01