| Autor: |
Kern, Ben D., Wilson, Wesley J., Malinowski, Paul, Wallhead, Tristan |
| Předmět: |
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| Zdroj: |
Journal of Teaching in Physical Education; Apr2023, Vol. 42 Issue 2, p256-266, 11p, 4 Charts |
| Abstrakt: |
Purpose: To examine the current pedagogical practices among physical educators with different dispositions toward the change process and belonging to different demographic categories. We hypothesized that change-disposed, nonchange-disposed, and neutral change disposition teachers, along with teachers of different gender identities and student grade level(s), implement "best practices" with differing frequencies. Methods: Eight hundred thirty U.S. physical educators completed the Teacher Change Questionnaire-Physical Education and a 15-item adaption of Society of Health and Physical Educators America's 20 Indicators of Effective Physical Education Instruction. Results: Nonchange-disposed teachers more frequently provided objective-related feedback, provided assessment for differentiation and summative evaluation, ensured 50% student moderate to vigorous physical activity during physical education classes, and set student learning goals than change-disposed or neutral change disposition teachers. Female and elementary teachers reported more frequent use of written curriculum and assigned grades based on student knowledge/skill assessment than male and secondary counterparts. Discussion: Continuing professional development initiatives should be designed with consideration given to change disposition, gender identity, and grade level. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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