Peer-Reviewed Journal Details
Mandatory Fields
Armour, K;Quennerstedt, M;Chambers, F;Makopoulou, K
2017
January
Sport Education and Society
What is "effective' CPD for contemporary physical education teachers? A Deweyan framework
Validated
Optional Fields
CONTINUING PROFESSIONAL-DEVELOPMENT DEVELOPMENT PROGRAM COMMUNITIES CHALLENGES KNOWLEDGE ENOUGH
22
799
811
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.
ABINGDON
1357-3322
10.1080/13573322.2015.1083000
Grant Details