Learning to Integrate STEM Into Physical Education Through Asynchronous Professional Development Modules

• DOI: 10.1123/jtpe.2023-0137
• Publication Date: 2024-04-15T11:43:14Z
• Authors: Risto Marttinen; Dominique Banville; Nancy Holincheck; Vernise June Ferr...; Stephanie Stehle
• Keywords: Axial coding; Physical Education

Purpose : The purpose of this study was to understand nine physical education (PE) teachers’ experiences with an asynchronous professional development module focused on science, technology, engineering, and mathematics (STEM) integration, the barriers they perceived integrating STEM into PE. Methods Semistructured interviews, pre- post open-ended questionnaires, discussion board posts were analyzed through a collaborative coding process. Trustworthiness increased by using peer debriefer, multiple coders, negative case checks, data triangulation. Results Four themes describe PE teachers learning integrate PE: teacher’s knowledge about technology STEM, in “We’re already STEM,” issues development. Discussion/Conclusion integration is possible if are provided time opportunities work content experts learn concepts have be by-product lessons rather than sole focus lesson.