Exploring Professional Learning Styles of Beginning Physical Education Teachers in Learning Community
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Exploring Professional Learning Styles of Beginning Physical Education Teachers in Learning Community JeongAe You1 • Eui-Jae Lee2 • Cheryl J. Craig3
•
Hyung-Sook Kim4
De La Salle University 2018
Abstract Learning communities in education are constructive communication networks for all teachers. Their purpose is to promote professional development, especially for new teachers. Using grounded theory, this paper explores various learning styles identified among newly admitted teachers while participating in learning communities. Nine novice male physical education teachers currently involved in learning communities were selected. Data collection included document analysis such as classroom materials and teaching journals as well as in-depth interviews. The analysis methods such as selective coding, open coding, and axial coding (Strauss and Corbin 1998) were used to analyze the collected data. Through the grounded theory research method, three different learning styles of ten beginning teachers were instantiated: (1) potential learning style, (2) passive learning style, and (3) active learning style. Although beginning teachers develop their own unique styles of professional learning, their activities in learning communities can contribute to their
& Cheryl J. Craig [email protected] JeongAe You [email protected] Eui-Jae Lee [email protected] Hyung-Sook Kim [email protected] 1
Chung Ang University, Seoul, Korea
2
Baek-Seok High School, Goyang-si, Korea
3
Texas A&M University, 308 Harrington Tower, College Station, TX 77843, USA
4
Inha University, Inchon, Korea
professional continuum.
development
and
learning-over-the-
Keywords Novice teachers Professional growth Teaching career Physical education
Introduction Recently Korean teachers’ level of work satisfaction has decreased due to less-than-productive relationships with students and their parents, and the low social status of teachers in Korean society (Korean Federation of Teacher Association 2012). Regardless of the burdens placed on novice teachers in their first teaching jobs, they are expected to assume the same or similar workloads and duties as other more experienced teachers employed at the same schools. Furthermore, some novice Korean teachers are also assigned administrative duties not expected of senior faculty members. This treatment of new teachers is unlikely to be found in other industries. However, in most Korean schools, accountability demands are expected to be met by novice teachers while their issues as newcomers to the profession are disregarded (Coldwell 2016; Craig 2013, 2014, 2017; De Neve and Devos 2017; Fantilli and McDougall 2009; Shoffner 2011). According to Hong (2012), student teachers receive high-quality preparation from their accredited teaching institutions to become welltrained teachers. However, their real training as teachers begins in the schools to which they are assigned. This often leads to the attrition of future experienced teachers because novice teachers may leave their as
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