Kristina Maria Sobolewski , Larissa T. Lobo , Alexandra L. Stoddart , Serene Kerpan
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Exploring teachers’ perspectives on movement integration using a job-embedded professional development intervention
Purpose
The purpose of this study was to gain teachers’ insight and evaluate a teacher training intervention on movement integration (MI).
Methods
An embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers.
Results
Four themes were generated: employable strategies, increased student engagement, value of additional support, and space, time, and behaviour management. These themes illustrate the intrapersonal, institutional, and public policy barriers that impact MI implementation.
Conclusion
An evidence-based teacher MI implementation intervention that utilizes best practices can address intrapersonal barriers to MI use but does not alleviate institutional and public policy barriers.
期刊介绍：
Evaluation and Program Planning is based on the principle that the techniques and methods of evaluation and planning transcend the boundaries of specific fields and that relevant contributions to these areas come from people representing many different positions, intellectual traditions, and interests. In order to further the development of evaluation and planning, we publish articles from the private and public sectors in a wide range of areas: organizational development and behavior, training, planning, human resource development, health and mental, social services, mental retardation, corrections, substance abuse, and education.
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