Listening Without Hearing? What Teachers Really Want From Physical Education Professional Development

• In Event: Researching Innovative Pedagogies in Physical Education

Abstract

The purpose of this study was to examine the perceptions of teachers engaged in physical education professional development programs; specifically, characteristics identified as positively contributing to their learning. Participants included 88 teachers representing nine professional development projects. Data sources included focus group and informal conversational interviews, field notes, and artifacts. Data were analyzed using open and axial coding (Corbin & Strauss, 2008). Five themes defined teachers' perceptions: active engagement, ownership, relevance, intense and reoccurring learning experiences, and 5) facilitation with care. Findings discount the notion that one-shot professional development is beneficial. Results indicate that if we are serious about improving PD, we need to not only listen to teachers, but actually hear what they have to say.

Authors

• Kevin Patton, California State University - Chico

• Melissa Parker, University of Limerick