Continued professional learning and the experienced elementary school physical education specialist

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Becky W. Pissanos (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Kate R. Barrett

Abstract: An assumption associated with professional practice is that professionals will continue to grow and to learn following their preservice professional education programs (Houle, 1980). In the physical education literature, few studies have addressed this type of professional development (Locke, 1984). The purpose of this inquiry was to gain insight into the meaning-perceptions of four experienced elementary school physical education specialists concerning the nature of continued professional learning. Information regarding the specialists' meaning-perceptions was obtained in a series of three in-depth open-ended semi-structured interviews with each specialist. All interviews were audio taped, transcribed, and studied. Inductive analysis (Guba & Lincoln, 1981; Lincoln & Guba, 1985) and the constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985) were employed to interpret the data, or four "stories," collectively. Utilizing a "constructed knowledge" (Belenky, Clinchy, Goldberger, & Taule, 1986) way of knowing, insight was gained into the specialists' meaning-perceptions concerning the nature of continued professional learning.

Additional Information

Language: English
Date: 1989
Physical education teachers $x Education, Higher
Elementary school teachers $x Education, Higher

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