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.
