ERIC Number: EJ1004079
Record Type: Journal
Publication Date: 2013-Feb
Abstractor: As Provided
Reference Count: 59
Practitioner Research: A Means of Coping with the Systemic Demands for Continual Professional Development?
European Physical Education Review, v19 n1 p76-90 Feb 2013
This article explores the current demands that teachers engage in year-on-year continued professional development (CPD) as a means of showing their ongoing competence to teach. In particular it highlights two types of CPD: the talked about notion of the "reflective practitioner" and the actioned reality of CPD as a measure of technical and competent practice. The paper explores the feelings of teachers towards CPD and then, drawing on a seven-year longitudinal practitioner research study, uses the example of physical education to highlight the discordance between the intentions of the provider and the learning of the teachers. Finally, it uses the self-same study to illustrate the difference between traditional CPD and an idea of professional development that focuses on the use of practitioner research. It argues that through the use of inquiry and research teachers are able to focus their learning on "their kids" and "their problems" rather than engage in CPD which is delivered off-site and which assumes that "one size fits all".
Descriptors: Teacher Researchers, Physical Education, Professional Development, Coping, Professional Continuing Education, Reflection, Longitudinal Studies, Teacher Attitudes, Educational Research, Physical Education Teachers, Informal Education, Learning Activities, Interprofessional Relationship, Communities of Practice, Foreign Countries, Secondary School Teachers
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Postsecondary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom