Exploring teachers’ perspectives on movement integration using a job-embedded professional development intervention

IF 1.5 4区社会学 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY

Evaluation and Program Planning Pub Date : 2024-03-07 DOI:10.1016/j.evalprogplan.2024.102419

Kristina Maria Sobolewski , Larissa T. Lobo , Alexandra L. Stoddart , Serene Kerpan

{"title":"Exploring teachers’ perspectives on movement integration using a job-embedded professional development intervention","authors":"Kristina Maria Sobolewski , Larissa T. Lobo , Alexandra L. Stoddart , Serene Kerpan","doi":"10.1016/j.evalprogplan.2024.102419","DOIUrl":null,"url":null,"abstract":"<div><h3>Purpose</h3><p>The purpose of this study was to gain teachers’ insight and evaluate a teacher training intervention on movement integration (MI).</p></div><div><h3>Methods</h3><p>An embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers.</p></div><div><h3>Results</h3><p>Four themes were generated: employable strategies, increased student engagement, value of additional support, and space, time, and behaviour management. These themes illustrate the intrapersonal, institutional, and public policy barriers that impact MI implementation.</p></div><div><h3>Conclusion</h3><p>An evidence-based teacher MI implementation intervention that utilizes best practices can address intrapersonal barriers to MI use but does not alleviate institutional and public policy barriers.</p></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S014971892400020X/pdfft?md5=9d3309df7256cb5fc56a6e797eaf61f5&pid=1-s2.0-S014971892400020X-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Evaluation and Program Planning","FirstCategoryId":"90","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S014971892400020X","RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

Purpose

The purpose of this study was to gain teachers’ insight and evaluate a teacher training intervention on movement integration (MI).

Methods

An embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers.

Results

Four themes were generated: employable strategies, increased student engagement, value of additional support, and space, time, and behaviour management. These themes illustrate the intrapersonal, institutional, and public policy barriers that impact MI implementation.

Conclusion

An evidence-based teacher MI implementation intervention that utilizes best practices can address intrapersonal barriers to MI use but does not alleviate institutional and public policy barriers.

查看原文本刊更多论文

利用工作嵌入式专业发展干预措施探索教师对运动整合的看法

研究目的：本研究旨在了解教师对运动整合（MI）教师培训干预措施的看法并对其进行评估。研究方法：本研究采用嵌入式混合方法，将来自 12 名教师的干预后定性和定量数据结合起来。这些主题说明了影响多元智能实施的个人、机构和公共政策障碍。结论以证据为基础的教师多元智能实施干预，利用最佳实践，可以解决使用多元智能的个人障碍，但不能减轻机构和公共政策障碍。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Evaluation and Program Planning SOCIAL SCIENCES, INTERDISCIPLINARY-

CiteScore

3.10

自引率

6.20%

发文量

112

期刊介绍： Evaluation and Program Planning is based on the principle that the techniques and methods of evaluation and planning transcend the boundaries of specific fields and that relevant contributions to these areas come from people representing many different positions, intellectual traditions, and interests. In order to further the development of evaluation and planning, we publish articles from the private and public sectors in a wide range of areas: organizational development and behavior, training, planning, human resource development, health and mental, social services, mental retardation, corrections, substance abuse, and education.