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Document Type

Abstract

Publication Date

12-1-2024

Abstract

Background/Purpose: This study aimed to explore the professional practice of Chinese physical education teachers to promote their professional development. In the context of physical education curriculum reform, by delving into the "real events" and "complete stories" of Chinese high school physical education teachers, a professional practice landscape of Chinese high school physical education teachers was constructed to deepen understanding of their patterns and future action strategies. This paper defined professional practice of Chinese physical education teachers as the process of promoting professional development through interactions in the school context.

Method: This study is based on the constructivist research paradigm, with the theoretical foundations of the theory of structuration and dramaturgy theory. Three cases were selected for a case study using purposive sampling. Embracing the concept of "the researcher as a tool", the study employed in-depth interviews and field observations as methods of data collection. Textual analysis was used for data analysis and processing.

Results: This study involved a total of 8 in-depth interviews and 12 engagements in educational research activities. The accumulated transcription text from the interviews amounted to 142,000 words, accompanied by 12 field notes and over 200 photographs. Based on the data, through in-depth analysis of three specific cases, the characteristics and elements of professional practice for Chinese high school physical education teachers were revealed. Professional practice for Chinese high school physical education teachers was characterized by experiential, active, comprehensive, and dynamic features. The patterns of professional practice included cognitive practice, group interaction practice, and individual identity practice.

Conclusion/Discussion: The research findings revealed two key elements in the evolution of the "landscape" of professional practice for Chinese high school physical education teachers: autonomous exploration and interactive integration. Although this study was innovative in the field of professional development for Chinese physical education teachers, it is still necessary to strengthen dialogue with existing theories and conduct more in-depth literature reviews and theoretical discussions. Future research should also focus on addressing the limitations, deepening the theoretical understanding of professional practice, and promoting the sustainability of professional development for physical education teachers.

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