Evaluation of the digital teacher professional development TARGET‑tool for optimizing the motivational climate in secondary school physical education
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| Title: | Evaluation of the digital teacher professional development TARGET‑tool for optimizing the motivational climate in secondary school physical education |
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| Authors: | Weeldenburg, Gwen, Slingerland, Menno, Borghouts, Lars, Kromkamp, Len, Dijk,van, Bart, Born,van der, Eva, Vos, Steven |
| Contributors: | Lectoraat Move to be, Fontys@@@Fontys Sport en Bewegen |
| Source: | Educational technology research and development. 2024(72):2325-2348 |
| Publisher Information: | Fontys, 2024. |
| Publication Year: | 2024 |
| Subject Terms: | teacher professional development, CPD, TARGET-tool, secondary school, pysical education, PE teachers, Interconnected Model of Professional Growth |
| Description: | Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. It requires adherence to CPD prerequisites and acknowledgment of the complexity of the professional development process. This study explored the applicability of the developed digital PE teacher professional development TARGET-tool in a secondary school PE context. We examined the perceived usability of this tool and gained insights into the process of teachers’ professional development as a result of using the tool. Ten PE teachers from different schools implemented the TARGET- tool within their PE context for a period of 4 to 6 weeks. Individual semi-structured inter- views and the System Usability Scale provided insights into the perceived usability and the process of teacher professional development. The TARGET-tool demonstrated its potential as an effective tool for supporting teachers’ professional development. Future tool improve- ments were identified to further optimize the perceived usability, such as simplifying com- plex features, providing additional support and resources, and improving (data) presenta- tions. Using the Interconnected Model of Professional Growth as a theoretical basis, it was demonstrated how the use of the TARGET-tool engages teachers as active and reflective participants in their professional development and induces changes within the external domain, the domain of practice, the domain of consequences, and the personal domain. |
| Document Type: | article |
| Language: | English |
| Access URL: | https://surfsharekit.nl/public/e287df07-5eb8-4998-96f0-727a953fbad3 https://surfsharekit.nl/objectstore/b3d1d1fa-911e-49c5-9e7a-c6be7a149bc9 |
| Availability: | http://www.hbo-kennisbank.nl/en/page/hborecord.view/?uploadId=sharekit_fontys:oai:surfsharekit.nl:e287df07-5eb8-4998-96f0-727a953fbad3 |
| Accession Number: | edshbo.sharekit.fontys.oai.surfsharekit.nl.e287df07.5eb8.4998.96f0.727a953fbad3 |
| Database: | HBO Kennisbank |
Nájsť tento článok vo Web of Science | Abstract: | Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. It requires adherence to CPD prerequisites and acknowledgment of the complexity of the professional development process. This study explored the applicability of the developed digital PE teacher professional development TARGET-tool in a secondary school PE context. We examined the perceived usability of this tool and gained insights into the process of teachers’ professional development as a result of using the tool. Ten PE teachers from different schools implemented the TARGET- tool within their PE context for a period of 4 to 6 weeks. Individual semi-structured inter- views and the System Usability Scale provided insights into the perceived usability and the process of teacher professional development. The TARGET-tool demonstrated its potential as an effective tool for supporting teachers’ professional development. Future tool improve- ments were identified to further optimize the perceived usability, such as simplifying com- plex features, providing additional support and resources, and improving (data) presenta- tions. Using the Interconnected Model of Professional Growth as a theoretical basis, it was demonstrated how the use of the TARGET-tool engages teachers as active and reflective participants in their professional development and induces changes within the external domain, the domain of practice, the domain of consequences, and the personal domain. |
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