Physical education teachers' use of practitioner inquiry
Effective, enjoyable and relevant professional learning
Bibliographic Data
| ID | 16855862 |
|---|---|
| Authors | Victoria Goodyear (0000-0001-5045-8157, University of Bedfordshire, corresponding author), Victoria A Goodyear, Andrea Casey (0000-0002-8232-5727, University of Bedfordshire), Ashley Casey, David Kirk (0000-0001-9884-9106, University of Bedfordshire) |
| Year | 2013 |
| Volume | 4 |
| Issue | 1 |
| Pages | 19-33 |
| Publication date | 2013-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia-Pacific Journal of Health Sport and Physical Education (JOURNAL) |
| Journal identifiers | ISSN: 1837-7122 • E-ISSN: 1837-7130 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/18377122.2013.760425 |
| OpenAlex | W2063047937 |
| Language | EN |
| Citations received | 8 |
| References cited | 38 |
Practitioner inquiry has been offered as a meaningful and sustainable form of professional learning for a number of decades. However, in the context of physical education it has been recently argued that this is still underdeveloped and is far from being embedded into physical education teachers' practice. Time within the busyness of schools for any form of professional learning has been cited as an inhibiting factor. However, the purpose of this paper is to explore how four physical education teachers in the United Kingdom engaged with reflection and dialogue as part of their daily practice. Technology, in the form of a voice recorder and focussed questions for reflection, facilitated teachers' engagement and constructive reflection. Furthermore, teachers made time within the busy school day to informally discuss their pedagogical decisions with colleagues and formally listen to their students' perceptions of their practice. Consequently, the quality of teaching in a physical education department was enhanced and practitioner inquiry supported effective, enjoyable and relevant professional learning
Constructive · Context (archaeology · Mathematics education · Medical education · Pedagogy · Perception · Physical education · Practitioner research · Process (computing · Professional development · Professional learning community · Quality (philosophy · Reflection (computer programming · Reflective Practice · Collaborative Teaching and Inclusion · Computer Science · Inclusion and Disability in Education and Sport · Medicine · Physical Education and Pedagogy · Psychology
Student Teacher Experiences of Learning and Pedagogical Involvement Using a Student-Centered Learning Approach
Exploring practitioner inquiry among health and physical education teachers
Professional Learning in Physical Education
Pedagogies for justice in health and physical education
If they can say it they can write it’
Exploring the co-construction of an action research experience between a teacher educator and pre-service teachers
Development and optimisation of an in-service teacher training programme on motivational assessment in physical education
Redesigning pedagogy for boys and dance in physical education
How we think.
Professional Development and Teacher Change
Effective Professional Development for Physical Education Teachers
The reflective practitioner
Experience and Education
More than glimpses in the mirror
Physical education teachers' career-long professional learning
Practitioner research
Reflection
Where are we at? An empirical study of levels and methods of evaluating continuing professional development
Validity and Quality in Self-Study
Naturalistic inquiry
Experience and Education
Making Practice Public
Teacher Learning
A Neophyte's Journey through Qualitative Analysis Using Morse's Cognitive Processes of Analysis
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.73 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |