Beginning, rise, fall, and comeback
Exploring the journey of a physical education teacher community in South Korea
Bibliographic Data
| ID | 12565643 |
|---|---|
| Authors | YongJin Lee (0000-0001-8166-2935, The University of North Carolina at Greensboro, USA, corresponding author), Wonhee Lee (0000-0003-0119-4372, The University of Alabama, USA), Hyungsik Min (0009-0002-6549-5772, Arizona State University), Youngjoon Kim (0000-0002-7260-0537, University of Illinois Urbana-Champaign) |
| Year | 2024 |
| Volume | 30 |
| Issue | 4 |
| Pages | 688-703 |
| Publication date | 2024-04-04 |
| 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 | 10.1177/1356336x241243205 |
| OpenAlex | W4393988394 |
| Language | EN |
| Citations received | 2 |
| References cited | 43 |
Physical education teacher communities have been studied and implemented as a successful approach to teacher professional development. Despite a wealth of literature, less is known about three aspects: sustained nature of a community over time, power relations among community members, and a comprehensive case study. This study aimed to address these gaps in the literature by investigating the journey of a physical education community of practice (CoP) in South Korea. In this intrinsic case study, seven core members were interviewed using a timeline drawing method to elicit the stories behind the community's history. In addition, field notes from observations and documents from the official community website were used to corroborate the interview data. Inductive and collaborative data analysis organised the community's history into four phases: Beginning, Rise, Fall, and Comeback. Detailed explanations of each phase represent what happened and how the community evolved over time. Discussions suggested, first, that changing power relations facilitate different types of learning in CoPs. Initially, a strong leader drove learning as experiencing and doing, but as power shifted to members, the community changed to learning as belonging and becoming. Second, conflict can be a natural process to revisit the shared vision. Since the shared vision is not static but rather reflects contextual values, community members should revisit and discuss it as conflicts arise. Third, community engagement can be understood as an opportunity to gain recognition. This research underscores the significance of understanding long-term teacher motivation and the collective factors that drive it through community engagement
Mathematics education · Pedagogy · Physical education · Sociology · Teacher education · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology · Psychosocial Factors Impacting Youth
Workplace Learning in Context
Communities of Practice
Situated Learning in Physical Education
Understanding continuing professional development
Teachers’ Everyday Professional Development
A review of research on the impact of professional learning communities on teaching practice and student learning
Teacher motivation
Teacher communities as a context for professional development
Creation of an instructional model in a community of practice and its impact on relationships between members
Attending to the Emotional Side of Professional Learning Communities (PLCs) by Cultivating Positive Team Dynamics
Learning to Make a Difference
Learning communities and physical education professional development
The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community
The social tasks of learning to become a physical education teacher
Landscape of secondary physical education teachers’ professional development in South Korea
Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching
Professional development in a culture of inquiry
Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction
A rhizomatic exploration of a professional development non-linear approach to learning and teaching
Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices
Status and inquiry in teacher communities
Communities of Practice as a Social Theory of Learning
Naturalistic inquiry
Growing Talent
Timelining
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |