Impact on student learning in Health and Physical Education: Perceptions of "new" in-service teachers

In the United States, the Council for the Accreditation of Educator Preparation (CAEP) requires teacher education programs to demonstrate program effectiveness according to a set of standards (CAEP, 2013). Specifically, this... [ view full abstract ]

In the United States, the Council for the Accreditation of Educator Preparation (CAEP) requires teacher education programs to demonstrate program effectiveness according to a set of standards (CAEP, 2013). Specifically, this study was framed by CAEP standard 4 (Program Impact) (CAEP, 2013). A purposeful sample focused on four case studies (Patton, 2014) and measured the impact and effectiveness on P-12 student learning across recent program completers (from 18 months to 6 years of experience) in health and physical education (HPE). Data collection included a review of artifacts, interview responses (pre- and post observation), and observation notes of teaching. Artifacts included lesson plans, assessments, exit tickets, and written student work samples. Interview questions focused on demographics, artifact explanation, and perceptions of impact on teaching and learning. The Danielson’s Framework (2011) were used as a tool for observing teaching practice across multiple classrooms. Data were analyzed using constant comparative methods (Glaser & Strauss, 1967). Results indicated two themes: impact on teaching and impact on student learning. All four teachers suggested that their students impacted their teaching. In addition, the more experienced in-service teachers suggested that they used experts in the field and other resources to enhance their teaching practices. The participants did not use assessment results as a measure of their impact on student learning. While there were a variety of assessments, few samples showed student growth across time. Rather, participants measured student learning by students’ levels of enjoyment in their classes. Findings suggested the need for HPE teacher education programs to develop an understanding of the value of assessment during pre-service training. Finally, professional development for in-service teachers must address how assessment data can be used to impact teaching and learning.