التفاصيل البيبلوغرافية
| العنوان: |
Teachers' Beliefs and Dispositions Toward Change in a Social and Emotional Skills Development Program. |
| المؤلفون: |
Pennington, Shannon A., Graber, Kim C., Gaudreault, Karen Lux, Richards, Kevin Andrew |
| المصدر: |
Journal of Teaching in Physical Education; Jan2025, Vol. 44 Issue 1, p100-110, 11p |
| مصطلحات موضوعية: |
PROFESSIONAL employee training, CAREER development, SEMI-structured interviews, SOCIAL skills, SOCIAL influence |
| مستخلص: |
Noncore subject teachers often experience marginalization due to perceptions that their work is undervalued. Social and emotional skill-focused continuous professional development can help teachers address the stress associated with marginalization. Purpose: Grounded in the integrative model for teacher change, this study examined the ways in which elementary-level noncore subject teachers' dispositions toward change influenced their experiences with a social and emotional skills development intervention. Method: This study included two iterations of the program with a total of 21 elementary-level noncore subject teachers (e.g., physical education, art, and music) from three districts in the Midwestern United States. Data included a survey, semistructured interviews, document analysis, discussion board posts, observations, and field notes. Collaborative qualitative analysis was used to analyze multiple data sources line by line. Results: Marginalization and low perceived mattering were prevalent among participants. A positive disposition toward change enhanced the influence of the professional learning, and participants found the experience validating. Conclusions: Teachers of marginalized subjects need to feel seen and heard. A positive disposition toward change drew teachers to participate, and the camaraderie formed was a motivator for teachers who felt undervalued. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |