摘要：Responsibility development is a key feature of the Province of Québec’s elementary school curriculum. However, it does not provide teachers with clear direction on how to teach personal and social responsibility. A nine-month action research project was conducted during the 2008-2009 school-year with two physical education and health teachers willing to implement the Teaching Personal and Social Responsibility (TPSR, Hellison, 1995; 2003; 2011) model in their respective settings. The purpose of this study is to describe each teacher’s journey in learning how to teach personal and social responsibility. Data sources included participant observations, semi-structured interviews and post-teaching self-reflections. Core categories qualifying PEH teachers’ professional development processes were generated from data analysis and revealed two different profiles. The findings are discussed through Martinez’s (1993) professional development model.
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