Experienced Physical Education Teachers Adapting to a New Curriculum: Perceived Facilitators and Inhibitors
Abstract
Physical education (PE) teachers are expected to learn throughout their careers in order to effectively educate their students. However, researchers have stated that the methods used to ensure continuous learning amongst PE teachers are inadequate because they do not meet the needs of experienced teachers. The present study was motivated by the need to better understand the adaptation process for experienced PE teachers and, as such, the purpose was to understand how experienced PE teachers perceived the process of adapting to a new curriculum. Using a phenomenological approach, this study examined the facilitators and inhibitors that affected the adaptation process for experienced PE teachers during the 1999 Ontario curriculum change. Data were collected from ten experienced PE teachers from high-schools in Ottawa, Ontario. Though many factors were found to affect the adaptation process, the relative experience of these teachers appeared to mainly affect their confidence, which facilitated the adaptation process.
Les enseignants d’éducation physique devraient se perfectionner tout au long de leur carrière pour ainsi continuer à former efficacement leurs élèves. De nombreuses recherches révèlent que les méthodes utilisées pour assurer l’apprentissage continu des enseignants d’éducation physique sont inadéquates car ’elles ne répondent pas aux besoins des enseignants d’expérience. La présente étude a été entreprise dans le but de mieux comprendre le processus d’adaptation d’enseignants d’éducation physique d’expérience et, de ce fait, comment ces enseignants perçoivent le processus d’adaptation dans un contexte d’implantation d’un nouveau programme-cadre. Misant sur une approche phénoménologique, l’étude s’est penchée sur les facilitateurs et inhibiteurs ayant un effet sur le processus d’adaptation vécu par des enseignants d’éducation physique d’expérience ayant eu à utiliser la version modifiée du programme-cadre de l’Ontario en 1999. Les données ont été recueillies auprès d’enseignants d’éducation physique d’expérience travaillant dans des écoles secondaires d’Ottawa, en Ontario. De nombreux facteurs influencent le processus d’adaptation. L’étude révèle également que l’expérience relative de ces enseignants semblait surtout influencer leur niveau de confiance, ce qui facilitait le processus d’adaptation.
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