Exploring Capacity and Professional Development Needs of Teachers: Moving Toward Inclusive and Engaging Physical Education for Girls
The purpose of this study was to understand teachers’ knowledge, perspectives, and experiences on inclusive and engaging physical education (PE) for girls, for the development of teacher professional development (PD). Through grounded theory qualitative research, this study explored teachers’ capaci...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-05-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/5/590 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849711539656851456 |
|---|---|
| author | Danielle Bianca Bates Serene Kerpan |
| author_facet | Danielle Bianca Bates Serene Kerpan |
| author_sort | Danielle Bianca Bates |
| collection | DOAJ |
| description | The purpose of this study was to understand teachers’ knowledge, perspectives, and experiences on inclusive and engaging physical education (PE) for girls, for the development of teacher professional development (PD). Through grounded theory qualitative research, this study explored teachers’ capacity and PD needs for including and engaging girls in PE. Data were collected from 10 Ontario teachers (N = 10) through two semi-structured focus groups and five semi-structured individual interviews. Themes were generated from the data indicating that teachers’ capacity to engage and include girls in PE is multifaceted and is influenced by numerous intrapersonal and institutional factors. While teacher participants employed a variety of evidence-based practices, notable gaps remained—particularly in their PE knowledge, inclusive pedagogical approaches, and confidence in their teaching abilities in a PE environment. This research provides insight for future PD to support teachers in engaging girls in PE. |
| format | Article |
| id | doaj-art-1b44e5b2e6c14da0b1b64a11884c91c1 |
| institution | DOAJ |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-1b44e5b2e6c14da0b1b64a11884c91c12025-08-20T03:14:36ZengMDPI AGEducation Sciences2227-71022025-05-0115559010.3390/educsci15050590Exploring Capacity and Professional Development Needs of Teachers: Moving Toward Inclusive and Engaging Physical Education for GirlsDanielle Bianca Bates0Serene Kerpan1Faculty of Health Sciences, Ontario Tech University, Oshawa, ON L1H 7K4, CanadaFaculty of Health and Human Services, Vancouver Island University, Nanaimo, BC V9R 5S5, CanadaThe purpose of this study was to understand teachers’ knowledge, perspectives, and experiences on inclusive and engaging physical education (PE) for girls, for the development of teacher professional development (PD). Through grounded theory qualitative research, this study explored teachers’ capacity and PD needs for including and engaging girls in PE. Data were collected from 10 Ontario teachers (N = 10) through two semi-structured focus groups and five semi-structured individual interviews. Themes were generated from the data indicating that teachers’ capacity to engage and include girls in PE is multifaceted and is influenced by numerous intrapersonal and institutional factors. While teacher participants employed a variety of evidence-based practices, notable gaps remained—particularly in their PE knowledge, inclusive pedagogical approaches, and confidence in their teaching abilities in a PE environment. This research provides insight for future PD to support teachers in engaging girls in PE.https://www.mdpi.com/2227-7102/15/5/590teacher professional developmentgirl-friendly physical educationgrounded theoryinclusive educationpre-service teacher education |
| spellingShingle | Danielle Bianca Bates Serene Kerpan Exploring Capacity and Professional Development Needs of Teachers: Moving Toward Inclusive and Engaging Physical Education for Girls Education Sciences teacher professional development girl-friendly physical education grounded theory inclusive education pre-service teacher education |
| title | Exploring Capacity and Professional Development Needs of Teachers: Moving Toward Inclusive and Engaging Physical Education for Girls |
| title_full | Exploring Capacity and Professional Development Needs of Teachers: Moving Toward Inclusive and Engaging Physical Education for Girls |
| title_fullStr | Exploring Capacity and Professional Development Needs of Teachers: Moving Toward Inclusive and Engaging Physical Education for Girls |
| title_full_unstemmed | Exploring Capacity and Professional Development Needs of Teachers: Moving Toward Inclusive and Engaging Physical Education for Girls |
| title_short | Exploring Capacity and Professional Development Needs of Teachers: Moving Toward Inclusive and Engaging Physical Education for Girls |
| title_sort | exploring capacity and professional development needs of teachers moving toward inclusive and engaging physical education for girls |
| topic | teacher professional development girl-friendly physical education grounded theory inclusive education pre-service teacher education |
| url | https://www.mdpi.com/2227-7102/15/5/590 |
| work_keys_str_mv | AT daniellebiancabates exploringcapacityandprofessionaldevelopmentneedsofteachersmovingtowardinclusiveandengagingphysicaleducationforgirls AT serenekerpan exploringcapacityandprofessionaldevelopmentneedsofteachersmovingtowardinclusiveandengagingphysicaleducationforgirls |