Sustainable Changes in Primary School Teachers' Practices After One Year of a Professional Development Program
The International Organization for Physical Education in Higher Education (AIESEP)), Taipei, Tayvan, 15 - 19 Haziran 2026, ss.311, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Taipei
- Basıldığı Ülke: Tayvan
- Sayfa Sayıları: ss.311
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
Purpose: While significant resources are invested in professional development (PD) programs to improve teaching practice, unresolved questions remain regarding the long-term effect of the knowledge acquired by participating teachers. Previous research has indicated that the 10- week Practice-Based Professional Development (PBPD) program has a positive impact on teaching fundamental motor skills perceived knowledge, and attitudes toward teaching physical education (PE) among primary school teachers. However, the long-term impact of such PD programs on teachers’ practices remains to be examined. Thus, the following research question was stated: “What are the sustained changes (if any) that can be identified in school teachers' PE practices after participating in PBPD? What are the perceived factors (if any) that facilitate such changes in school teachers' PE practices?”. Method: A follow-up study was conducted in 2024 (fall semester) in two primary schools in Ankara, Turkey. Five teachers from the original PBPD program participated. Data were gathered by field observations and final semi-structured interviews. During the study, the second and third authors acted as critical friends, and critical friend meetings were held four times throughout the study. Results: The PBPD program created sustained change in teaching practices, with participants maintaining core program features for over a year. Teachers continued to integrate fundamental motor skills into their PE classes and applied principles of dynamical system theory while designing inclusive games. Participating in the PD program within the same school context enhanced professional growth and was supported by improved capacity to observe and monitor student progress. This pedagogical change was further supported by an enhanced ability to observe and track student progress. Ultimately, peer collaboration underpinned the depth and durability of these changes, contributing to both teachers’ development and the overall success of the program. Conclusion: The findings demonstrated that teachers sustained changes in practice, integrated motor skills, and applied dynamical system theory when designing games in their PE class. Further research should examine the long-term strengths and limitations of such PD models.