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ERIC Number: EJ1048882
Record Type: Journal
Publication Date: 2015
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0730-3084
"I Learned More at Lunchtime": Guideposts for Reimagining Professional Development
Patton, Kevin; Parker, Melissa
Journal of Physical Education, Recreation & Dance, v86 n1 p23-29 2015
While professional development (PD) initiatives for practicing teachers are not new, an increasing body of research has contributed to a growing understanding of what constitutes effective practice in physical education. Findings indicate an enhanced recognition of the importance of providing teachers with PD opportunities where learning is aligned, coherent, and sustained. Yet, PD practice in physical education remains largely unchanged. The purpose of this article is to close the theory--practice gap by identifying what researchers have come to know as core features of effective PD and by providing examples of what these look like in practice. The article concludes with strategies for teachers and schools to begin to engage in meaningful PD experiences.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A