Experienced Physical Education Teachers Adapting to a New Curriculum: Perceived Facilitators and Inhibitors
Bibliographic record
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’education physique devraient se perfectionner tout au long de leur carriere pour ainsi continuer a former efficacement leurs eleves. De nombreuses recherches revelent que les methodes utilisees pour assurer l’apprentissage continu des enseignants d’education physique sont inadequates car ’elles ne repondent pas aux besoins des enseignants d’experience. La presente etude a ete entreprise dans le but de mieux comprendre le processus d’adaptation d’enseignants d’education physique d’experience et, de ce fait, comment ces enseignants percoivent le processus d’adaptation dans un contexte d’implantation d’un nouveau programme-cadre. Misant sur une approche phenomenologique , l’etude s’est penchee sur les facilitateurs et inhibiteurs ayant un effet sur le processus d’adaptation vecu par des enseignants d’education physique d’experience ayant eu a utiliser la version modifiee du programme-cadre de l’Ontario en 1999. Les donnees ont ete recueillies aupres d’enseignants d’education physique d’experience travaillant dans des ecoles secondaires d’Ottawa, en Ontario. De nombreux facteurs influencent le processus d’adaptation. L’etude revele egalement que l’experience relative de ces enseignants semblait surtout influencer leur niveau de confiance, ce qui facilitait le processus d’adaptation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.025 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".