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. 2021 Dec 13;36(Supplement_2):ii26-ii39.
doi: 10.1093/heapro/daab163.

Challenging German physical education teacher educators' health-related beliefs through Cooperative Planning

Julia Hapke  1 , Clemens Töpfer  2 , Julia Lohmann  3
Affiliations

Challenging German physical education teacher educators' health-related beliefs through Cooperative Planning

Julia Hapke et al. Health Promot Int. .

Abstract

Physical education teacher educators' health-related beliefs can impact public health. An interactive knowledge-to-action approach, such as Cooperative Planning, might challenge the health-related beliefs of physical education teacher educators, thus contributing to innovation in teacher education. We investigated what health-related beliefs physical education teacher educators had before a Cooperative Planning intervention, how these developed throughout the intervention and how teacher educators' perceptions of Cooperative Planning can explain the identified changes and continuities. We established two Cooperative Planning groups that included physical education teacher educators (university lecturers and teacher trainers), researchers, study course coordinators and prospective teachers. The data of 13 teacher educators were collected before (t0) and after (t1) the Cooperative Planning using two methods: observations of teaching practice and interviews. The data analysis was based on the following categories: (i) epistemic beliefs about health (e.g. salutogenic understanding), (ii) beliefs about the health topic in physical education (e.g. health-related knowledge and understanding), (iii) beliefs about the health topic in physical education teacher education (e.g. health-related pedagogical content knowledge) and (iv) process-related beliefs about Cooperative Planning. The findings revealed that teacher educators' health-related beliefs were rather stable but could be challenged through a Cooperative Planning intervention. Epistemic beliefs about health remained, whereas more practice-related beliefs about the health topic in physical education and physical education teacher education changed in individual ways. Here, a change in beliefs was more likely when the participants were open to change and when Cooperative Planning offered opportunities to engage in concrete lesson planning.

Keywords: beliefs; health; physical education; teacher education.

Plain language summary

The health-related beliefs of physical education teacher educators are assumed to play an important role in fostering and implementing the public health agenda. In this article, we report on a Cooperative Planning intervention in which physical education teacher educators (university lecturers and teacher trainers), physical education teacher students, study course coordinators and researchers worked together to develop health-related courses for physical education teacher education. Specifically, we investigated what health-related beliefs teacher educators had before a Cooperative Planning intervention, how these developed throughout the intervention and how teacher educators’ opinions of Cooperative Planning can explain how their beliefs changed. Based on interviews and observations, we analysed teacher educators’ epistemic beliefs about health, that is, their general understanding of health, their beliefs about the health topic in physical education and physical education teacher education and their process-related beliefs about Cooperative Planning. The findings showed that teacher educators’ health-related beliefs were rather stable but could be challenged through Cooperative Planning. Epistemic beliefs about health remained, whereas more practice-related beliefs about the health topic in physical education and physical education teacher education changed in individual ways. A change in beliefs was more likely when the Cooperative Planning participants were open to change and when the Cooperative Planning offered opportunities to engage in concrete lesson planning.

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Figures

Fig. 1:
Fig. 1:
Heuristic chain model (adapted from Brandl-Bredenbeck and Sygusch, 2017). CK, content knowledge; PCK, pedagogical content knowledge; PE, physical education; PETE, physical education teacher education.
Fig. 2:
Fig. 2:
Category system. CK, content knowledge; PCK, pedagogical content knowledge.
See this image and copyright information in PMC

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