Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

Autor/inn/en	Armour, Kathleen M.; Yelling, Martin
Titel	Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers
Quelle	In: European Physical Education Review, 10 (2004) 1, S.71-93 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X04040622
Schlagwörter	Foreign Countries; Physical Education; Interviews; Physical Education Teachers; Inservice Teacher Education; Experienced Teachers; Relevance (Education); Curriculum; Secondary School Teachers; Educational Policy; Profiles; Questionnaires; Teacher Attitudes; Professional Continuing Education; Educational Needs; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Interviewing; Interviewtechnik; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerfortbildung; Relevance; Relevanz; Curricula; Lehrplan; Rahmenplan; Politics of education; Bildungspolitik; Charakterisierung; Profilanalyse; Fragebogen; Lehrerverhalten; Berufsfeldbezogener Unterricht; Weiterbildung; Educational need; Bildungsbedarf
Abstract	This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had undertaken in their careers, what they thought of their experiences and any recommendations they would make for changes to either the nature or quality of CPD provision. The research was undertaken in a climate of growing government interest in teachers' professional development as a means of raising educational standards, and promises of increased funding to encourage more and better CPD. However, very little is known about the nature and quality of existing CPD in PE, or about PE teachers' views on their professional learning requirements. The findings of this study suggest that PE teachers' CPD experiences lack coherence and relevance. It is also suggested that there may be something of a gap between teachers' ambitious aspirations for pupils in PE and the professional development available to help them achieve those aspirations. It is argued, therefore, that professional development should be restructured and refocused to ensure that PE teachers' career-long learning needs are met. (Contains 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10