National Board Certified Physical Education Teachers: A descriptive analysis

National Board for Professional Teaching Standards;Physical Education;Expertise;Advanced Certification

Rhoades, Jesse L.

关键词: National Board for Professional Teaching Standards;    Physical Education;    Expertise;    Advanced Certification;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/16892/2_Rhoades_Jesse.pdf?sequence=4&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

The Carnegie Task Force on Teaching as a Profession in 1986 released "A NationPrepared". This seminal document was produced in an effort to improve instructionwithin the United States. Among its recommendations, the Carnegie foundation called forthe establishment of a National Board that would certify highly qualified teachers.Subsequently, the National Board for Professional Teaching Standards (NBPTS) wasestablished in 1987 to develop high and rigorous standards for public school teacherswithin the US. In 1995 the NBPTS began certifying teachers as National Board Certified(NBC). However, physical education was not originally among the disciplines eligible forNBC. It was not until 2001 that physical education teachers were offered certification bythe NBPTS. National Board Certified Teachers (NBCTs) have been the subject of manyinvestigations since the beginning of certifications by the NBPTS. Surprisingly, fewstudies have examined National Board Certified Physical Education Teachers(NBCPETs). This study examined NBCPET's task presentations, learning environments,efficacy, attitudes, dispositions, and participation in collaborative learning. Six NBCPETswere recruited from three school districts in South Carolina. The Qualitative MeasuresTeaching Performance Scale (QMTPS), Academic Learn Time-Physical Education(ALT-PE), Teacher Efficacy Scale (TES), open ended interviews, document analysis, andobservations were utilized for data collection. Two site visits were conducted duringNovember 2009 and January 2010. Community of Practice Theory was used as atheoretical framework for this investigation. Data were deductive analyzed to developemergent themes, and then deductively analyzed to compare results with theory. Themesiiithat emerged were: reflection-in-action and reflection-on-action; instructionalcollaboration with other physical education professionals; perception of own qualityinstruction, and the perceived change in professional practices as a result of NBC.Participants exhibited high scores on QMTPS, ALT-PE, and TES. Further, results fromobservational instruments were supported by qualitative data. Participants demonstratedcompetency in task presentation, and usage of class time. Participants also exhibited ahigh degree of both general as well as personal teacher efficacy. Finally, data indicatedthat the NBPTS could be fostering a Community of Practice among its certified teachers.