The Effectiveness of Mentoring-Based Professional Development on Physical Education Teachers' Pedometer and Computer Efficacy and Anxiety

Autor/inn/en	Martin, Jeffrey J.; McCaughtry, Nate; Kulinna, Pamela; Cothran, Donetta; Faust, Roberta
Titel	The Effectiveness of Mentoring-Based Professional Development on Physical Education Teachers' Pedometer and Computer Efficacy and Anxiety
Quelle	In: Journal of Teaching in Physical Education, 27 (2008) 1, S.68-82 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Teacher Effectiveness; Mentors; Self Efficacy; Computer Attitudes; Interaction; Physical Education Teachers; Faculty Development; Anxiety; Beginning Teachers; Intervention; Computer Uses in Education; Technology Integration; Teaching Methods; Teacher Attitudes; Urban Schools; African Americans; United States + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Interaktion; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Angst; Junior teacher; Junglehrer; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Afroamerikaner; USA
Abstract	The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers' efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protege teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and proteges revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors', proteges', and control groups' scores revealed a significant interaction for computer efficacy, indicating that both mentors and proteges significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers. (Contains 1 table and 1 figure.) (Author).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10