The Health and Physical Education Masters of Education Experience
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| Title: | The Health and Physical Education Masters of Education Experience |
|---|---|
| Language: | English |
| Authors: | Douglas L. Gleddie (ORCID |
| Source: | Journal of Teaching in Physical Education. 2026 45(1):23-31. |
| Availability: | Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Study, Masters Programs, Student Experience, Health Education, Physical Education, Teacher Education, Teacher Effectiveness, Program Effectiveness, Foreign Countries, Communities of Practice, Student Attitudes, Physical Education Teachers |
| Geographic Terms: | Canada |
| DOI: | 10.1123/jtpe.2024-0200 |
| ISSN: | 0273-5024 1543-2769 |
| Abstract: | Purpose: The rationale for teacher-focused graduate education encompasses diverse motivation, including: enhance salaries, elevate professional status, meet licensure requirements, and improvement of teacher effectiveness (professional development). Despite the proliferation of graduate programs for in-service educators, their impact on teachers, their contexts (schools), and their students remains unclear. This study explored graduate student experiences within a Health and Physical Education Masters of Education cohort. Method: Employing Dewey's theory of experience and interpretive inquiry, interviews were conducted with students after the first year (n = 11) and upon program completion (n = 10). Interviews were transcribed, coded, and themed. Results: Students expressed deep experiences of growth, reflection, and challenges, which were organized into four themes: (a) theory to practice and back again, (b) multiple perspectives, (c) becoming a community, and (d) transforming purpose. Discussion/Conclusion: The findings inform new cohorts, graduate programs, and future work on a Deweyan framework for graduate studies in Health and Physical Education as transformative professional learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493265 |
| Database: | ERIC |
| Abstract: | Purpose: The rationale for teacher-focused graduate education encompasses diverse motivation, including: enhance salaries, elevate professional status, meet licensure requirements, and improvement of teacher effectiveness (professional development). Despite the proliferation of graduate programs for in-service educators, their impact on teachers, their contexts (schools), and their students remains unclear. This study explored graduate student experiences within a Health and Physical Education Masters of Education cohort. Method: Employing Dewey's theory of experience and interpretive inquiry, interviews were conducted with students after the first year (n = 11) and upon program completion (n = 10). Interviews were transcribed, coded, and themed. Results: Students expressed deep experiences of growth, reflection, and challenges, which were organized into four themes: (a) theory to practice and back again, (b) multiple perspectives, (c) becoming a community, and (d) transforming purpose. Discussion/Conclusion: The findings inform new cohorts, graduate programs, and future work on a Deweyan framework for graduate studies in Health and Physical Education as transformative professional learning. |
|---|---|
| ISSN: | 0273-5024 1543-2769 |
| DOI: | 10.1123/jtpe.2024-0200 |
