Creator

Erica A. Pratt

Advisor

Parker, Melissa

Advisor

Smith, Mark A.

Committee Member

Sinclair, Christina

Committee Member

Sheehan, Eugene P.

Department

Sport Pedagogy

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

5-1-2015

Genre

Thesis

Extent

169 pages

Digital Origin

Born digital

Description

The purpose of this study was to explore the role of support mechanisms within professional learning communities (PLCs) and their impact on teaching practice. The specific research questions were: (a) What are the types of support mechanisms within a PLC?, (b) What do physical education teachers perceive as the nature of support mechanisms within a PLC?, and (c) How do physical education teachers view support mechanisms within PLCs as impacting their practice? Participants included 34 elementary physical education teachers representing three active PLCs in the United States. Data sources included: (a) focus group interviews, (b) field notes, (c) informal conversational interviews, (d) follow-up interviews, and (e) artifacts. Data were analyzed using a phenomenological approach and resulted in identification of support within PLCs as occurring between people and within the environment. Specifically personal connections, inclusivity, and helpfulness were related to support between people. Support within the environment was reported as diversity of members and a relaxed atmosphere. Furthermore, the teaching practice of physical education teachers was impacted in two ways: through enhanced curriculum and instruction and teacher empowerment. Overall the identified support mechanisms within PLCs enhanced the curriculum and instruction of the teachers through the development of curriculum guides and implementation of teaching strategies and best practices within classes. In addition, teachers were empowered to take risks and reported having an increased sense of confidence regarding their teaching. Support within PLCs assisted with teachers’ professional learning and ultimately impacted their practice. Enacting change by supporting teachers in their quest for professional knowledge through PLCs is one small step in the right direction in creating meaningful PD that will contribute to teachers’ professional learning and ultimately enhance student learning.

Degree type

PhD

Degree Name

Doctoral

Language

English

Local Identifiers

Pratt_unco_0161D_10404

Rights Statement

Copyright is held by author.

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