The Teacher Development in Physical Education: A Review of the Literature

Abstract

The purpose of this article was to provide a review of the research on the professional development of physical education (PE) teachers. The structured approach (Erich, Hansford and Tennent, 2004) was used for the search and analysis of literature. First, searching through computerized education databases, a total of 56 research-based articles were included in this review. Second, demographic data were summarized and analyzed according to the geographic distribution, study periods, research method, research design, and participants. Third, a review and analysis of the findings from these studies were presented according to three themes: impact of PE teacher development, types of PE teacher development, and influencing factors. The article concluded with a discussion of key issues in three themes and the recommendation for the future research.

Administrators’ Perceptions of Physical Education Teacher Evaluation

“…This is concerning, as PD has been linked to teacher development and to student learning (Huffman & Thomas, 2003). Wang and Ha (2008) pointed out that a major issue related to PD for PE teachers is the lack of support from the school-site principal. Furthermore, it is suggested that multiple stakeholders are to be involved with the PD of the PE teacher if it is to be effective; additionally, PD should be considered through multiple lenses and aligned with elements such as district policies and curriculum requirements (Wang & Ha, 2008).…”

A Study of How Teachers' Beliefs Affect the Experiences and Professional Development of Physical Education Teachers: Composition and Function of Their Image of What a Teacher is and Vocational Beliefs*

“…In recent years, researchers have focused on the A40 A40 psychological factors involved in teachers' professional development (Revegno, 2003;Bechtel and O'sullivan, 2006;Deglau and O'sullivan, 2006), re‰ecting the in‰uence of the development of a cognitive science approach in theˆeld of pedagogy generally. In a review of Western research on PE teachers' development, Wang and Ha (2008) noted that belief is the most oft-cited factor among studies on the individual factors in‰uencing development. In contrast to Western research, Japanese research on beliefs held by PE teachers is still in its infancy (Nakai, 2011), and there has been no attempt to systematically categorize the research that does exist.…”

Analyse didactique des gestes professionnels d’étudiants stagiaires en éducation physique et sportive

“…Ces recherches mettent en évidence le rôle de l'expérience pratique et du travail collaboratif sur les compétences, les attitudes et les capacités réflexives des enseignants novices (Wang et Ha, 2008). Les travaux centrés sur l'analyse des pratiques effectives et/ou réflexives des stagiaires en formation initiale sont particulièrement développés dans les champs de l'anthropologie cognitive située et de la didactique.…”