| Abstract |
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. |
| Authors |
Ben D. Kern   , Wesley J. Wilson , Paul Malinowski , Tristan Wallhead
|
| Journal Info |
Human Kinetics | Journal of Teaching in Physical Education , vol: 42
, iss: 2
, pages: 256 - 266
|
| Publication Date |
4/1/2023 |
| ISSN |
0273-5024 |
Type |
article |
| Open Access |
closed
|
| DOI |
https://doi.org/10.1123/jtpe.2021-0192 |
| Keywords |
Physical Education (Score: 0.597396) , Teacher Strategies (Score: 0.580656) , Pedagogical Practices (Score: 0.560442) , Teacher Development (Score: 0.536468) , Exercise Motivation (Score: 0.536289)
|
