What Is "Effective" CPD for Contemporary Physical Education Teachers? A Deweyan Framework

Autor/inn/en	Armour, Kathleen; Quennerstedt, Mikael; Chambers, Fiona; Makopoulou, Kyriaki
Titel	What Is "Effective" CPD for Contemporary Physical Education Teachers? A Deweyan Framework
Quelle	In: Sport, Education and Society, 22 (2017) 7, S.799-811 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armour, Kathleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2015.1083000
Schlagwörter	Professional Continuing Education; Physical Education Teachers; Instructional Effectiveness; Faculty Development; Educational Theories; Learning Processes; Lifelong Learning; Theory Practice Relationship; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Unterrichtserfolg; Educational theory; Theory of education; Bildungstheorie; Learning process; Lernprozess; Life-long learning; Lebenslanges Lernen; Theorie-Praxis-Beziehung; Ausland; Irland
Abstract	It is widely argued that continuing professional development (CPD) for physical education (PE) teachers is important, yet questions remain about "effective" CPD. We consider these questions afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting positions on teachers as learners. Considering the nature of contemporary PE, and the learning needs of teachers, we argue that a different model of PE-CPD is required to reflect the dynamic nature of contemporary practice. We propose John Dewey's classic concept of "education as growth" to underpin a new conceptual framework for the design, delivery and evaluation of PE-CPD. We argue that "effective" PE-CPD will not be found in formal policies, structures and processes, however, well-intentioned, unless it (i) focuses on the dazzling complexity of the learning process, (ii) prioritises context and contemporary challenges; (iii) bridges research/theory-practice in innovative ways; and (iv) nurtures the career-long growth of PE teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01