An exploration of practice-based professional development programs and the role of the facilitator: Changes in primary school teachers' perceived knowledge and attitudes towards the teaching of fundamental motor skills

Taş H., Hürmeriç Altunsöz I., Timmermans A. C., Hartman E.

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, vol.134, 2025 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 134
  • Publication Date: 2025
  • Doi Number: 10.1016/j.ijer.2025.102781
  • Journal Name: INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, DIALNET
  • Middle East Technical University Affiliated: Yes

Abstract

This study investigated changes in the perceived knowledge and attitudes of primary school teachers towards the teaching of fundamental movement skills (FMS) and to understand how a facilitator affects the knowledge and attitudes of teachers through a practice-based professional development program (PBPD). Teachers participated in a 10-week PBPD program. Data were collected by the facilitator through a series of semi-structured interviews and analyzed using a reflexive thematic approach. Teachers indicated that they gained knowledge about FMS, Physical Education (PE) curriculum literacy, and material literacy. In conclusion, the PBPD program itself and the facilitator had a positive effect on teachers' perceived knowledge and attitudes for teaching FMS.