The Effect of Professional Development on Physical Education Instruction in Middle Schools

Sears, Jack V.; Edgington, William D.; Hynes, James W.

doi:10.1080/00940771.2014.11461897

Cited by 10 publications

(4 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings correspond with the information provided by [6] findings, which indicated that there is a need to provide professional development to educators since the quality of the instructor accounts for 90% of a student's success and performance. Similarly, [6] commented that teachers should be well prepared while imparting knowledge to students and possess the necessary abilities to gauge whether the material is being understood by pupils.…”

Section: Teacher Competencessupporting

confidence: 85%

See 1 more Smart Citation

Factors Influencing the Provision of Professional Development among Primary School Teachers in Kahama Municipality, Shinyanga Region, Tanzania

Said,

Mwila,

Ndomba

2024

ARJASS

View full text Add to dashboard Cite

Teachers are a way to enact any educational reforms since they have significant power over what is taught in the classroom. According to the research conducted by [1], it has been suggested that; to enhance the effectiveness and efficiency of teachers, it is imperative to recognise the significance of professional development (PD) courses, specifically those focused on in-service education and training for primary school teachers (Inset-PST). The study examined the factors influencing the provision of professional development among primary school teachers in Kahama Municipality, Shinyanga Region, Tanzania. Under the mixed research approach, a convergent parallel research design was adopted. A questionnaire and an interview were employed, and a sample size of 112 was used. The results indicated that teachers’ competences, development of science and technology, challenges in teaching and learning, academic performance of the learner and employer needs are factors that influence the provision of professional development programmes. According to the study's results, there is a need for professional development programs for teachers in public primary schools because they are influenced by a variety of internal and external influences. To improve the delivery of high-quality education, the study recommended that educational leaders should ensure that public primary school teachers are given access to professional development programmes and actively participate in them.

show abstract

Section: Teacher Competencessupporting

confidence: 85%

“…The most crucial element that children require to grow toward success, according to [6] research from Europe, is increased professional development for educators. Some studies, such as the European study, claim that the quality of the instructor accounts for 90% of a student's success and performance.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors Influencing the Provision of Professional Development among Primary School Teachers in Kahama Municipality, Shinyanga Region, Tanzania

Said,

Mwila,

Ndomba

2024

ARJASS

View full text Add to dashboard Cite

show abstract

“…This, in turn, can help students develop positive attitudes and values that promote lifelong physical activity involvement and enjoyment. Sears, Edgington, and Hynes (2014) sought to identify how middle school PE teachers access and use PD opportunities and how these experiences affect their PE practice.…”

Section: What Was the Question?mentioning

confidence: 99%

Are middle school physical education teachers receiving effective professional development?

Souza

2014

Journal of Physical Education, Recreation & Dance

View full text Add to dashboard Cite

“…Research indicated that sometimes teachers want to or need to learn information related to a variety of things. Perhaps a new population of students has moved to an area (Genareo, 2016), new strategies in instruction are desired (Burton, Brown, & Johnson, 2013), or information is not readily available through other sources (Allison, 2013;Sears, Edgington, & Hynes, 2014).…”

Section: Change Management and Professional Development Selectionmentioning

confidence: 99%

Great expectations : a qualitative study of selection, school preparation, and implementation of a professional development program

Sheffield¹

View full text Add to dashboard Cite

This study explored the experiences surrounding the selection, preparations, and implementation of a professional development program, Great Expectations, at two schools that adopted the program at different times in their existence. Twelve participants took part in this basic qualitative study which utilized three forms of data collection: (a) interviews, (b) observations, and (c) document and video clip analysis. The researcher analyzed data as it was collected. Upon completion of the data collection, the researcher used constant comparative, inductive analysis, which resulted in the emergence of themes and subthemes. The study's findings revealed differences at the two schools, as well as some similar experiences. Although neither school's participants had a say in the decision-making process, the new school had positive wordings while the existing school voiced negative experiences. The preparations for implementation revealed an extensive time commitment in training and classroom preparation at both schools with some differences in the emotional aspects. Again, the experiences were more positive at the new school. The practices to maintain fidelity of implementation revealed several similarities, with differences in human resources provided. The findings indicate the need for a plan when implementing a school-wide professional development program. The plan should include more stakeholder voices at the decision-making table, more time and resources during contract time for preparation, and continued support during the practice of implementation.

show abstract

The Effect of Professional Development on Physical Education Instruction in Middle Schools

Cited by 10 publications

References 7 publications

Factors Influencing the Provision of Professional Development among Primary School Teachers in Kahama Municipality, Shinyanga Region, Tanzania

Factors Influencing the Provision of Professional Development among Primary School Teachers in Kahama Municipality, Shinyanga Region, Tanzania

Are middle school physical education teachers receiving effective professional development?

Great expectations : a qualitative study of selection, school preparation, and implementation of a professional development program

Contact Info

Product

Resources

About