Co-constructing meaning through teaching personal and social responsibility
A self-study in professional development provision
Bibliographic Data
| ID | 12565461 |
|---|---|
| Authors | K Andrew R Richards (0000-0003-3045-6001, University of Illinois Urbana-Champaign, corresponding author), John Williams (0000-0003-3173-6048, University of Canberra), T E Wheat (University of Illinois Urbana-Champaign), Tanner Wheat (University of Illinois Urbana-Champaign) |
| Year | 2025 |
| Volume | 32 |
| Issue | 1 |
| Pages | 128-144 |
| Publication date | 2025-04-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x251332169 |
| OpenAlex | W4409404906 |
| Language | EN |
| Citations received | 3 |
| References cited | 49 |
Teacher education faculty members are disciplinary stewards who have a responsibility for advancing their field through research, teaching, and engagement activities. Engagement can include working in schools with inservice teachers as facilitators of professional development (PD). Not all teacher educators spent time teaching in schools before assuming faculty roles, however, and those without teaching experience may feel a sense of imposter syndrome relative to engaging with practicing teachers. In this investigation, we adopt self-study of teacher education practice to examine the experiences of Kevin, a physical education teacher educator without inservice teaching experience who facilitated PD among three groups of teachers in Canberra, Australia. Teaching personal and social responsibility provided the focus of the PD. Kevin examined how engaging in the experience influenced his understanding of PD and feelings of imposter syndrome. This was done through regular reflective journaling and the support of his critical friend, John. Data were analyzed using an interpretive approach with the goal of identifying turning points in Kevin's development. Results suggested that through deep engagement with the teachers, Kevin increased his confidence and competence. Our three themes were: (a) engaging in and reflecting on PD challenged imposter syndrome; (b) prioritizing relationship building, mutual respect, and champion recognition; and (c) PD as emergent, context-specific, and needs-responsive. The main study implications include a strong reminder that as teacher educators, we need to prioritize time in schools, recognizing that building relationships with inservice teachers is central to our work
Meaning (existential · Pedagogy · Personal development · Physical education · Professional development · Public relations · Social responsibility · Sociology · Disability Education and Employment · Physical Education and Pedagogy · Psychology · Social Psychology · Teacher Education and Leadership Studies
Teaching Personal and Social Responsibility Through Physical Activity
Schoolteacher
The imposter phenomenon in high achieving women
A Practical Guide to Collaborative Qualitative Data Analysis
The Methodology of Self-Study and Its Theoretical Underpinnings
Understanding continuing professional development
The state of the art in Self-Study of Teacher Education Practices
Teacher Socialization from a Dialectical Perspective
Socialisation and learning to teach using the teaching personal and social responsibility approach
The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community
Teacher socialization in physical education
Implementation and outcomes of a responsibility-based continuing professional development protocol in physical education
Pre-service teachers articulating their learning about meaningful physical education
Envisioning the Future of Doctoral Education
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |