1. postersession.com Purposes: Although it is believed that educational practitioners should use theory and research to improve their professions, physical education teachers tend to reject findings of research about physical education (Lawson, 1992). The purpose of this study was to study the reasons eight physical education teachers hesitate to use research in their work. Theoretical framework: Lortie (1975) claimed that a shared technical culture was lacking in schools. It has been noted that in other professions, such as medicine, decisions are based on the best available research evidence. In contrast, teachers rarely utilize research. Lawson (1992, 1993) extended Lortie’s study by highlighting some of the gaps between physical education research and practice. His studies pointed out there are structural obstacles that prevent teachers from using research in school cultures. However, there was also a positive message for solving problems between researchers and practitioners. This study investigated physical education teachers’ perspectives on the roles of research in their work lives. (Lawson, 1992) Physical Education Teachers’ Perspectives on Roles of Theory and Research Ooksang Cho · Bonnie Tjeerdsma Blankenship Purdue University References Physical education teachers (N=8) at one middle school and one junior high school in the U.S. Midwest participated in this study. Three of the teachers were in the final stages of their career, three others had 20 years of experience, and two of the teachers were in their first four years of teaching physical education. This study is part of a series of research projects that focused on physical education curriculum reform in one school district with support from the Carol M. White Physical Education Program (PEP). Over a three-year period, the teachers worked with a “PEP team” to implement the best evidence-based practices into their physical education curriculum. Each teacher was interviewed three times individually, for this study in particular. For the interviews, the authors introduced Lawson’s (1992) statements related to problems of research and physical education practitioners for using research. Afterward, we asked questions that focused on how physical education teachers have utilized research in their teaching practice and why they hesitate to read research and apply research findings. 1. Grimmett, P.P., & MacKinnon, A.M. (1992). Craft knowledge and the education of teachers. In G. Grant (Ed.), Review of Research in Education 18 (pp. 385-456). Washington D.C.: The American Educational Research Association. 2. Hargreaves, A. (1984). Experience counts, theory doesn’t: How teachers talk about their work. Sociology of Education 57, 244-254. 3. Lawson, H.A. (1990). Beyond positivism: Research, practice and undergraduate professional education. Quest, 42, 161- 183. 4. Lawson, H.A. (1992). Why don’t practitioners use research? Explanations and selected implications. Journal of Physical Education, Recreation & Dance, 63 (9), 52-57. 5. Lawson, H.A., Bosel, V., & Belka, D. (1992, April). Paradoxes in the work orientations and epistemologies of physical education teachers. Roundtable presentation, American Educational Research Association Meetings, San Francisco, CA. 6. Lawson, H.A. (1993). Teachers’ uses of research in practice: A literature review. Journal of Teaching in Physical Education, 12, 366-374. 7. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press. Interview data were analyzed by constant comparison and inductive analysis to identify common themes and categories. The physical education teachers had different opinions about research in practice. Themes related to the teachers’ positive and negative perspectives on research will be discussed. Research Is Applicable Generally, the teachers have positive perspectives on the quality and applicability of physical education research. Notably, the teachers relied on the university collaborators to serve as ‘filters’ for quality research. However, there is no evidence that the teachers sought out research to improve their practice. Teachers Acknowledge Needs for Research Although there is still a culturally ingrained hesitance to use research, these teachers physical education teachers, especially, the newly employed are open to utilizing new research findings for improving their teaching abilities. Research is Research: Researchers Do Not Totally Understand Real Physical Education Situations These physical education teachers also have strong negative feelings toward the relationship between researchers and physical education practitioners. Teachers who have negative attitudes toward accepting research findings believe researchers do not understand real physical education situations, since they have only focused on their own interests, disregarding whole factors of physical education instruction. Overall, physical education teachers had positive attitudes in accepting research for their teaching. However, it was found that limitations related to their own cultures and working conditions, such as time and space, could create obstacles between teachers’ intentions to use research and actual usage. Obstacles to cooperation between researchers and practitioners in physical education could derive from differences in their degrees of the craft knowledge that is generated in schools and gymnasiums. However, it is natural that physical education teachers have their own cultures and craft knowledge. Therefore, it is necessary to discuss how to minimize gaps between researchers and physical education teachers regarding instructional processes and outcomes. Although eight participating teachers could not represent all physical education teachers, Lawson’s (1992) statements about problems of researchers and teachers were still applicable in a recent physical education setting. Future studies should consider what research is important for teachers to know and use in practice and how such information can be communicated efficiently. Introduction Data Analysis / Results Conclusion Methods 1. Professional preparation programs and courses do not disseminate the available, relevant research adequately and appropriately. 2. Research communication and transportation systems are flawed, ineffective, or underutilized. This study employed the member check method for data trustworthiness. Before analyzing interview data, copies of interview transcripts were given to all participants in order to check whether corrections were needed. During this process, participants were asked to check all interview questions and their answers page-by-page and line-by-line in order to prevent the analysis of wrong information. Physical Education Curriculum Reform Carole M.Whilte PEP Grant Teacher Professional Development Teacher Professional Development Workshops (Instructional Models) Workshops (Instructional Models) Books Curriculum Binders Lesson Plans Books Curriculum Binders Lesson Plans Interviews (Roles of Research) Interviews (Roles of Research) Transcriptions Member Checks (Data Trustworthiness) Transcriptions Member Checks (Data Trustworthiness) Qualitative Data Analysis (Ground Theory) Qualitative Data Analysis (Ground Theory) Working Conditions Have Not Allowed to Use Research All participants emphasized they do not have enough time and space to study with research findings in their work places. Their class schedules and office equipment do not allow them to read research in their school. However, participating teachers had negative attitudes to request an improvement in their working condition for studying research findings. Only one teacher has requested to have a room to read books and articles. Teachers Do Not Have Responsibility to Read Research There is no pressure on teachers to engage in professional development by using research. One of the participating teachers also pointed out that it is difficult to induce teachers to have a positive attitude toward using research, because there is no reward for implementation of research findings. Communication Gaps There is one more reason why physical education teachers hesitate to use research: the existence of gaps in communication between the two groups. Teachers place more importance on the entirety of the teaching process, whereas researchers tend to highlight outcomes from instructional change and focus on implications for new approaches to teaching. Research is Applicable Research is Applicable Needs for Research Needs for Research Needs for Professional Development Needs for Professional Development No Responsibility Working Conditions Research is Research Communication Gaps Teachers’ Perspectives on Roles of Research Teachers’ Perspectives on Roles of Research Open to Utilizing New Research Findings Applicability of Research Applicability of Research OBSTACLE 1 Working Conditions OBSTACLE 1 Working Conditions OBSTACLE 2 Communication Gap OBSTACLE 2 Communication Gap NEGATIVE FACTORS NEGATIVE FACTORS POSITIVE FACTORS POSITIVE FACTORS