Background/Purpose Hellison's Teaching Personal and Social Responsibility (TPSR) model was developed in the United States but has been applied in many different countries. However, its application in East Asian cultural contexts has not been sufficiently examined. This study aimed to describe and interpret the cultural translation of this value-based instructional model in the physical education program of a South Korean middle school.
Method A multiple case study design was used to examine the relevance and impact of TPSR through the experiences and perceptions of six purposefully selected students who had been identified as at risk of school failure. Data sources included individual interviews, participant observations, lesson plans, student assessments, and written reflections. The data were analyzed by using the levels of Hellison's model as an analytic framework that guided initial coding, categorizations, and thematizing. The trustworthiness of the study was established by peer-debriefing, member checking, and investigator triangulation.
Analysis/Results Results indicate that a 20-lesson TPSR unit was well-received by the students and contributed to numerous positive behavior changes. The core goals and life skills associated with TPSR appeared relevant and acceptable to case study participants, however, the concept of self-direction emerged as more challenging for them to understand and enact. This may relate to differences in cultural schemas and educational norms. Such issues, as well as implications for research and practice, are discussed.
Conclusions The current study expands the TPSR literature by being one of the first to examine and make a case for the implementation of TPSR in an East Asian country.
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