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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 0000-0002-0462-8546), Cassidy Kinsella, Jodi Harding-Kuriger (ORCID 0000-0002-5643-5535), Hayley Morrison (ORCID 0000-0002-7160-3111), Lauren Sulz (ORCID 0000-0003-2133-2920)
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
FullText Text:
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  Data: The Health and Physical Education Masters of Education Experience
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  Data: <searchLink fieldCode="AR" term="%22Douglas+L%2E+Gleddie%22">Douglas L. Gleddie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0462-8546">0000-0002-0462-8546</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cassidy+Kinsella%22">Cassidy Kinsella</searchLink><br /><searchLink fieldCode="AR" term="%22Jodi+Harding-Kuriger%22">Jodi Harding-Kuriger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5643-5535">0000-0002-5643-5535</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hayley+Morrison%22">Hayley Morrison</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7160-3111">0000-0002-7160-3111</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lauren+Sulz%22">Lauren Sulz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2133-2920">0000-0003-2133-2920</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+in+Physical+Education%22"><i>Journal of Teaching in Physical Education</i></searchLink>. 2026 45(1):23-31.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 10.1123/jtpe.2024-0200
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  Data: 0273-5024<br />1543-2769
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: EJ1493265
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      – SubjectFull: Masters Programs
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Physical Education Teachers
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