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Professional Development Activities and Support Among Physical Education Teachers in the United States

Catherine E. Cardina, Carol DeNysschen

Abstract


Purpose: This study described professional development (PD) among public school physical education (PE) teachers and compared PE teachers to teachers of other subjects. Method: Data were collected from a nationally representative sample of public school teachers in the United States. Descriptive statistics were used to describe teachers’ support for PD and the types of PD activities in which they participated. Also, types of professional support received among newly hired teachers and their perceptions of professional preparation were described. Results: PE teachers reported fewer PD activities compared to teachers of other subjects. They were also less likely to receive release time from teaching and to be financially compensated for PD activities. Newly hired PE teachers, compared to other newly hired teachers, reported higher levels of professional support. Discussion: Based on the results of this study, recommendations are provided concerning support for PD among PE teachers and newly hired PE teachers.

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Keywords


professional development; physical education teachers; teacher education; beginning teachers; physical education

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DOI: https://doi.org/10.18666/TPE-2018-V75-I1-7716

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