Abstract
A limited amount of empirical research has examined the teaching practice and didactic educational experience of the program director in athletic training education. The purpose of this study was to examine the program directors’ perception of their effectiveness as teachers, and to explore the factors which may influence good teaching practice in professional athletic training programs at the undergraduate level. Initial data were collected from program directors of professional athletic training programs at the undergraduate level using the Seven Principles for Good Practice Faculty Inventory (Chickering & Gamson, 1987). Along with specific demographic information, data were also collected related to the following independent variables: years of teaching experience, extent of preparation in pedagogy during higher education, hours of continuing education in pedagogy, and academic workload for teaching, scholarship, service, and administrative duties. Based on significant findings of the survey results, 12 participants were interviewed to explore factors and life experiences contributing to teaching practice and the elements perceived as valuable for establishing good practice. Overall results indicated that participants’ effectiveness and nature of teaching were characterized by a higher use of student faculty contact, time on task, and high expectations; and a lower use of prompt feedback and diverse talents and ways of learning. Furthermore, the numbers of courses completed in higher education related to pedagogy and the number of hours of continuing education in pedagogy were both significantly correlated with the use of good practice in teaching. Additionally, program directors believed professional development, transformation of teaching, building relationships with students, and previous clinical experience were factors and life experiences that positively contributed to their respective teaching practice. In addition, program directors perceived that the integration of personal clinical experiences and didactic coursework, the preparation of students for practice, and the incorporation of a variety of student-centered teaching strategies were valuable elements for establishing good practice in teaching. These findings contributed to our understanding about critical areas of pedagogical preparation of athletic training program directors. This study suggested that it is beneficial for future athletic training educators to include pedagogical coursework in their higher education preparation, and to seek out professional development opportunities specifically related to pedagogy. These faculty development opportunities targeted to athletic training educators could focus on the principles of good practice in teaching.