Exploring Learning and Teaching Profiles of Elementary Physical Educators in Different Contexts
Teachers learn many of the teaching practices they use to survive and sustain their teaching careers within their school context. This study explored teaching practices and teachers' learning of their teaching practices among teachers in different contexts. A concurrent mixed-model research design was used to identify the teaching profiles of elementary physical educators at urban (n = 2) and suburban (n = 2) schools. Two instructional units of fourth grade physical education classes for each teacher (nlessons = 32) were observed and videotaped to collect qualitative (e.g., field notes, interview transcripts) and quantitative (ALT-PE and CLASS instruments) data. Comparative and descriptive analysis were used to analyze the data. One urban and two suburban school teachers showed similar teaching profiles: They scored 6â€“7 (high range) in two CLASS domains, used less management time (M = < 10%) in the ALT-PE, and considered learning an ongoing activity. In contrast to other participants, one urban teacher's profile was characterized by low scores in three CLASS domains, relatively high management time in the ALT-PE (M = 18% to 20%), and limited learning experiences during her teaching career. Urban teachers perceived their context as containing factors negative to teaching practices. However, findings of this study highlighted teachers' efforts to improve their teaching and learning.
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