Exploring Collegiate Physical Activity Course Instructors’ Professional Development and Changes
Abstract
The effectiveness of teacher professional development focuses on the relationship of teachers’ efforts to change and students’ responses to the impact of teachers’ professional development. The purpose of this study was to examine the process of professional development and Collegiate Physical Activity (PA) Course Instructors’ professional development and changes in relation to curricular and instructional reform through the introduction of Siedentop’s Sport Education (SE) Model. A total of six university PA course middle career instructors participated in this study. The qualitative data analysis applied. The open-ended items (e.g. class observations, interviews, and journals) and formal interview data are analyzed using the constant comparative method.