Exploring Educators’ Professional Development in Teaching Nature-based Physical Activity:

Applying the Interconnected Model of Teacher Professional Growth

Authors

  • Jennifer Gruno University of Victoria - Victoria CANADA
  • Sandra Gibbons School of Exercise Science, Physical and Health Education, University of Victoria

Abstract

This study applied the Interconnected Model of Teacher Professional Growth to explore educators’ professional development (pro-d) in teaching nature-based physical activity (NBPA) in their Physical and Health Education (PHE) courses. The aim was to explore if the teachers described professional growth in the personal domain or the domain of practice and if they experienced any salient outcomes in their students’ learning. Six teachers participated in virtual open-ended interviews. Findings indicated that after learning about, sharing, discussing, and implementing NBPA, then reflecting on the process and enacting, participants reported changes in their professional vision, instructional practices, and student learning.

Author Biographies

Jennifer Gruno, University of Victoria - Victoria CANADA

Assistant Teaching Professor

Sandra Gibbons, School of Exercise Science, Physical and Health Education, University of Victoria

Dr. Sandra Gibbons is a Professor in the School of Exercise Science, Physical and Health Education at the University of Victoria in Victoria, British Columbia. Her primary research interest and scholarly contributions focus on increasing meaningful participation of girls and young women in school physical and health education programs.

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Published

2025-04-07

Issue

Vol. 15 No. 1 (2025): Revue phénEPS-PHEnex Journal

Section

Feature Articles / Articles de fond

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