The Tipping Point: Incidences of Support and Resistance to Change among Secondary Physical Education Teachers

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

Abstract

Despite decades of research calling for reform of secondary physical education, there continues to be a paucity of longitudinal research on how teachers initiate, interpret and carry out curriculum change in physical education. Purposefully, this investigation tracked teacher attitudes, beliefs, and perceptions for a three-year period when professional development (PD) and curricular changes were being conducted. Using a case study approach, interviews, documents, student survey, and direct observation teacher perceptions were quant- and qualified. An overall thematic analysis was conducted producing three major themes across the teachers: a) accountability levels the playing field, b) “resist, witness, adopt”, and c) building a community of practice.

Authors

• Erin Elizabeth Centeio, Wayne State University

• Darla M. Castelli, The University of Texas - Austin