An exploration of practice-based professional development programs and the role of the facilitator: Changes in primary school teachers' perceived knowledge and attitudes towards the teaching of fundamental motor skills

Date

2025-01-01

Author

Taş, Hakan
Hürmeriç Altunsöz, Irmak
Timmermans, Anneke C.
Hartman, Esther

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This study investigated changes in the perceived knowledge and attitudes of primary school teachers towards the teaching of fundamental movement skills (FMS) and to understand how a facilitator affects the knowledge and attitudes of teachers through a practice-based professional development program (PBPD). Teachers participated in a 10-week PBPD program. Data were collected by the facilitator through a series of semi-structured interviews and analyzed using a reflexive thematic approach. Teachers indicated that they gained knowledge about FMS, Physical Education (PE) curriculum literacy, and material literacy. In conclusion, the PBPD program itself and the facilitator had a positive effect on teachers' perceived knowledge and attitudes for teaching FMS.

URI

https://hdl.handle.net/11511/115862

Journal

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH

DOI

https://doi.org/10.1016/j.ijer.2025.102781

Collections

Department of Physical Education and Sports, Article

Citation Formats

H. Taş, I. Hürmeriç Altunsöz, A. C. Timmermans, and E. Hartman, “An exploration of practice-based professional development programs and the role of the facilitator: Changes in primary school teachers’ perceived knowledge and attitudes towards the teaching of fundamental motor skills,” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, vol. 134, no. 102781, pp. 1–14, 2025, Accessed: 00, 2025. [Online]. Available: https://hdl.handle.net/11511/115862.