Supporting learning of practitioners and early career scholars in physical education and sports pedagogy
Bibliographic Data
| ID | 12572685 |
|---|---|
| Authors | Mustafa Levent İnce (0000-0001-9860-4336, Middle East Technical University, corresponding author) |
| Year | 2019 |
| Volume | 24 |
| Issue | 6 |
| Pages | 584-596 |
| Publication date | 2019-05-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sport Education and Society (JOURNAL) |
| Journal identifiers | ISSN: 1357-3322 • E-ISSN: 1470-1243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13573322.2019.1598966 |
| OpenAlex | W2945548584 |
| Language | EN |
| Citations received | 5 |
| References cited | 24 |
Improving school physical education (PE) practices in the future mainly depends on supporting the professional capital of practitioners’ and early career scholars’. In this paper, I aim to present effective strategies to support the human, social and decisional capital of those PE and sports professionals in Turkey. To this end, first, the complex social-ecology of the country-specific PE setting was discussed by using Bronfenbrenner’s (1979) social-ecological model. Then, six strategies’ that were effective in supporting the professional development of teachers, coaches and early career scholars in this specific context, including identifying the learner subsets, understanding the local social, physical, and policy setting, connecting PE stakeholders toward the same aims, creating learning communities, being future-oriented, and being data-driven in practice were presented with the evidence to support them. Social-ecological examination of the setting indicated the poor outcome of PE for the learning of K12 students in developing movement and lifelong physical activity skills and knowledge. There were weaknesses identified in PE teachers’, coaches’, and scholars’ professional knowledge and skills. The social setting was not supportive especially for girls’ physical activity participation in rural areas. Physical Education-related community, organizational and the physical setting had inequalities for the population living in different regions of the country due to fast urbanization, family income level, geography, and climate variations, rapidly growing school-age population and migration. At the macro level, the influence of a centralized education system and the policies of institutions with interest in youth education, health, and sport over the PE practices was critical. Application of the six strategies by considering the social-ecological characteristics of the Turkish PE setting was successful in general. Based on the evidence, I strongly recommend a comprehensive examination of the social-ecology in each cultural setting during structuring the professional development programmes for teachers, coaches, and early career scholars
Context (archaeology · Geography · Medical education · Pedagogy · Physical education · Political science · Population · Public relations · Social capital · Social science · Sociology · Inclusion and Disability in Education and Sport · Medicine · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology
A national analysis of the content knowledge of Turkish physical education teacher education students
Use of parkour in primary school physical education to develop motor creativity, divergent thinking, movement competence, and perceived motor competence
An exploration of practice-based professional development programs and the role of the facilitator
Development of a model of diversity, equity and inclusion for sport volunteers
The role of marginalisation and role stressors in physical education teachers’ perceived mattering
Physical Education Futures
Global, regional, and national disability-adjusted life years (Dalys) for 306 diseases and injuries and healthy life expectancy (Hale) for 188 countries, 1990–2013
An Integrative Definition of Coaching Effectiveness and Expertise
The Ecology of Human Development
Pre-service physical education teachers' technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations
Developing teachers’ pedagogical identities through a community of practice
What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework
Primary physical education
Developing teachers’ health-related fitness knowledge through a community of practice
Social and Economic Indicators of Household Income in Turkey
Constraints to Leisure-Time Physical Activity and Negotiation Strategies in Turkish Women
Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes
Effects of a Data-Based Decision-Making Intervention for Teachers on Students' Mathematical Achievement
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.83 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |