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ERIC Number: EJ1149632
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1357-3322
What Is "Effective" CPD for Contemporary Physical Education Teachers? A Deweyan Framework
Armour, Kathleen; Quennerstedt, Mikael; Chambers, Fiona; Makopoulou, Kyriaki
Sport, Education and Society, v22 n7 p799-811 2017
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A