Inhibitors to Responsibility-Based Professional Development With In-Service Teachers

Researchers of continuing professional development (CPD) in physical education have called for new models that move beyond the traditional CPD model. The outcomes of CPD protocols are hard to predict even when they align with the best practices. Responsibility-based CPD has become the focus of recent attention to assist physical educators in increasing the use of responsibility-based teaching strategies. The purpose of this study was to examine inhibitors to responsibility-based CPD based on Hellison's teaching personal and social responsibility model. A novel CPD protocol was introduced to a group of teachers but was inhibited by philosophical differences between the teachers and university collaborators, perceptions of students' ability to take on responsibility, and strategic compliance with grant-related work.