Professional ëdevelopmentí and Professional ëLearningí
Bridging the Gap for Experienced Physical Education Teachers
Datos Bibliográficos
| ID | 12565258 |
|---|---|
| Autores | Kathleen M Armourand (autor de correspondencia), Martin Yelling (Loughborough University) |
| Año | 2004 |
| Volumen | 10 |
| Número | 1 |
| Páginas | 71-93 |
| Fecha de publicación | 2004-02-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | European Physical Education Review (JOURNAL) |
| Identificadores de la revista | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x04040622 |
| OpenAlex | W2107509878 |
| Idioma | EN |
| Citas recibidas | 32 |
| Referencias citadas | 15 |
This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had undertaken in their careers, what they thought of their experiences and any recommendations they would make for changes to either the nature or quality of CPD provision. The research was undertaken in a climate of growing government interest in teachers’ professional development as a means of raising educational standards, and promises of increased funding to encourage more and better CPD. However, very little is known about the nature and quality of existing CPD in PE, or about PE teachers’ views on their professional learning requirements. The findings of this study suggest that PE teachers’ CPD experiences lack coherence and relevance. It is also suggested that there may be something of a gap between teachers’ ambitious aspirations for pupils in PE and the professional development available to help them achieve those aspirations. It is argued, therefore, that professional development should be restructured and refocused to ensure that PE teachers’ career-long learning needs are met
Bridging (networking · Continuing professional development · Faculty Development · Government (linguistics · Medical education · Pedagogy · Physical education · Political science · Professional development · Professional learning community · Quality (philosophy · Relevance (law · Sociology · Inclusion and Disability in Education and Sport · Medicine · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology
Effective Professional Development for Physical Education Teachers
Formal, Nonformal and Informal Coach Learning
Factors that Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers’ Practices in Physical Education
Adapted Physical Educators’ Social Media Usage for Professional Learning
Primary school physical activity culture in the UK
Facilitating loose parts play with elementary school staff
Professional development in physical education
More than glimpses in the mirror
Enabling or limiting
Development and optimisation of an in-service teacher training programme on motivational assessment in physical education
Teachers' motivation to participate in training and to implement innovations
Great expectations
Development and evaluation of a training on need-supportive teaching in physical education
Physical education teachers' experiences and beliefs of production and reproduction teaching approaches
Transferring responsibility in primary school physical education
Stretched too thin? The relationship between insufficient resource allocation and physical education instructional time and assessment practices
Physical education teachers’ professionalization
What is a PE teacher's role? The influence of learning opportunities on role definition
Are PE teacher identities fit for postmodern schools or are they clinging to modernist notions of professionalism?’ A case study of Norwegian PE teacher students’ emerging professional identities
Understanding teachers’ will and capacity to accomplish physical education curriculum reform
What spurs curriculum making in physical education? Four narratives of experienced teachers
Landscape of secondary physical education teachers’ professional development in South Korea
Teacher perspectives of online continuing professional development in physical education
Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching
Learning from other teachers
Moving toward integrated teacher professional learning? A case study of a government-funded year-long programme for health and physical education teachers
Physical education teachers’ continuing professional development in health-related exercise
Assessment literacy in primary physical education
Insideness and outsideness
Sport Education for Teachers
Practitioner research
Re‐engaging disaffected youth through physical activity programmes
The New Meaning of Educational Change
Politics, Policy and Practice in Physical Education
Policies That Support Professional Development in an Era of Reform
Personal, Social and Moral Development through Team Games
Gender Issues in Health-related Exercise
Life Events and Curriculum Change
Naming the Game. Discourse and Domination in Physical Education and Sport in England and Wales
What Makes Professional Development Effective? Results From a National Sample of Teachers
| Obras citantes distintas | 32 |
|---|---|
| Citas por año | 1,6 |
| Intervalo de citas | 2006 - 2026 (21) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 32 |