Utilizing a Community of Practice for Teaching Personal and Social Responsibility: A Case Study
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| Title: | Utilizing a Community of Practice for Teaching Personal and Social Responsibility: A Case Study |
|---|---|
| Language: | English |
| Authors: | Victoria Shiver (ORCID |
| Source: | Journal of Teaching in Physical Education. 2025 44(1):91-99. |
| 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: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Social Responsibility, Self Concept, Responsibility, Communities of Practice, Teaching Experience, Disadvantaged, Minority Group Teachers, Work Environment, Teacher Attitudes, School Personnel, Social Bias, Teacher Role, Academic Achievement, Professional Recognition, Physical Education Teachers, Elementary School Teachers |
| DOI: | 10.1123/jtpe.2023-0295 |
| ISSN: | 0273-5024 1543-2769 |
| Abstract: | The purpose was to understand two teachers' experiences of implementing the teaching personal and social responsibility model over the span of one academic year due to their development and participation within a community of practice. A case study approach was utilized to gather and analyze qualitative data; three themes were developed. The teachers were marginalized by school personnel and received little recognition for their efforts. Student success was reported, but students were not ready to learn components of the model. Model implementation improved over time. Support from their community of practice allowed for reassurance, overcoming frustration, routine development, and value of the model. Without the community of practice, teachers indicated high potential for burnout of model use due to exhaustion associated with marginalization. The teaching personal and social responsibility model is well suited for a community of practice based on its call for continuous reflection and gradual empowerment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458170 |
| Database: | ERIC |
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| Abstract: | The purpose was to understand two teachers' experiences of implementing the teaching personal and social responsibility model over the span of one academic year due to their development and participation within a community of practice. A case study approach was utilized to gather and analyze qualitative data; three themes were developed. The teachers were marginalized by school personnel and received little recognition for their efforts. Student success was reported, but students were not ready to learn components of the model. Model implementation improved over time. Support from their community of practice allowed for reassurance, overcoming frustration, routine development, and value of the model. Without the community of practice, teachers indicated high potential for burnout of model use due to exhaustion associated with marginalization. The teaching personal and social responsibility model is well suited for a community of practice based on its call for continuous reflection and gradual empowerment. |
|---|---|
| ISSN: | 0273-5024 1543-2769 |
| DOI: | 10.1123/jtpe.2023-0295 |
