Teacher Development During Advanced Master’s Course Work and Impact on Their Learning a Year Later

• In Event: Roundtable Session 7
  In Roundtable Session: Teacher Development in Physical Education

Abstract

Three data sources were used to determine nine physical education teachers development during advanced Master’s course work and impact on their learning a year later: Initial and exit self-assessments on program outcomes; five sets of prompted reflections; and follow up interviews gathered one year after teachers’ completion of the program. Reflection data showed a general shift from general comments during initial coursework to more sophisticated statements at the close of the program. Interview data a year later showed increasing role as change agents and leaders in their schools, and increased feeling of empowerment. By studying the professional development of teachers, we have begun to address questions regarding the effectiveness, coherence and relevance of graduate professional development programs for experienced teachers.

Authors

• Dominique Banville, George Mason University

• Charles Stephen White, George Mason University

• Rebecca K. Fox, George Mason University