The Effectiveness of Mentoring-Based Professional Development on Physical Education Teachers� Pedometer and Computer Efficacy and Anxiety

• Autores: Jeffrey J. Martin, Nate McCaughtry, Pamela Hodges Kulinna
• Localización: Journal of teaching in physical education, ISSN 0273-5024, Vol. 27, Nº. 1, 2008, págs. 68-82
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers� efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors�, protégés�, and control groups� scores revealed a significant interaction for computer efficacy, indicating that both mentors and protégés significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers.