Effects of teachers’ participation in continuing professional development on students’ perceived physical literacy, motivation and enjoyment of physical activity.

doi:10.1016/j.psicoe.2022.05.003

淡江大學機構典藏 > 體育事務處 > 期刊論文 > Item 987654321/122759

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题名:	Effects of teachers’ participation in continuing professional development on students’ perceived physical literacy, motivation and enjoyment of physical activity.
其它题名:	Efectos de la participación del profesorado en el desarrollo profesional continuo sobre la percepción de la alfabetización física de los estudiantes, la motivación y el disfrute de la actividad física
作者:	Raymond K.W. Sum;Tristan Wallhead;Fong-Jia Wang;Siu-Ming Choi;Ming-Hui Li;Yong Liu
关键词:	continuing professional development;physical literacy;motivation;enjoyment;physical activity
日期:	2022-06-02
上传时间:	2022-06-06 12:10:20 (UTC+8)
出版者:	Elsevier
摘要:	Physical education continuous professional development (PE-CPD) has been vaunted as a powerful influence on teachers’ professional competence and subsequent student learning. Despite this proposition, there remains limited empirical evidence for the effect of teacher participation in CPD on student learning outcomes. In light of this void, the purpose of this study was to examine the influence of an eight-month PE-CPD program on students’ perceived physical literacy, motivation and enjoyment of physical education. A randomized control trial design was used to assign a sample of 65 physical education teachers from Hong Kong to the CPD and control intervention groups. Students’ (n = 1,485) perceived physical literacy, motivation and enjoyment of physical education measures were collected across three phases of the program (post-program, eight-month follow-up, and 14-month follow-up). Repeated measures ANOVAs were conducted to analyze changes in student learning outcomes across the three phases of the intervention. Results revealed low significant interaction effects of perceived physical literacy, motivation, and enjoyment across time depending on the participation level in CPD. The findings of this study provide an important addition to the extant literature on CPD, by revealing that teachers’ commitment to participation in professional development may have a sustained influence on student affective learning outcomes.
關聯:	Revista de Psicodidáctica 27(2), p.176-185
DOI:	10.1016/j.psicoe.2022.05.003
显示于类别:	[體育事務處] 期刊論文

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