Traditional and Contemporary Approaches to Career-Long Professional Learning: A Primary Physical Education Journey in Scotland

Autor/inn/en	Jess, Mike; McEvilly, Nollaig
Titel	Traditional and Contemporary Approaches to Career-Long Professional Learning: A Primary Physical Education Journey in Scotland
Quelle	In: Education 3-13, 43 (2015) 3, S.225-237 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2013.804851
Schlagwörter	Professional Education; Physical Education; Training Methods; Capacity Building; Elementary School Teachers; Elementary Education; Educational Change; Educational Strategies; Educational History; Educational Practices; Educational Development; Teacher Education Programs; Teacher Education Curriculum; Improvement Programs; Professional Continuing Education; Program Effectiveness; Foreign Countries; Faculty Development; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Berufsausbildung; Körpererziehung; Sportunterricht; Didaktik; Trainingsmaßnahme; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Bildungsreform; Lehrstrategie; History of education; Bildungsgeschichte; Bildungspraxis; Bildungsentwicklung; Effizienzsteigerung; Berufsfeldbezogener Unterricht; Weiterbildung; Ausland
Abstract	With career-long professional learning increasingly seen as a significant element of teacher education, this paper proposes that there is a need to acknowledge the complex nature of the professional learning process. The paper explores lessons learnt from over a decade of professional learning efforts by the Developmental Physical Education Group at The University of Edinburgh. With the group's traditional initial continuing professional development efforts having limited impact on teachers' practice, the paper considers how more recent efforts have refocused on a longer term, participative and situated approach that appears to be having significantly more influence on teachers as professional learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01