Physical Education Teachers' Career-Long Professional Learning: Getting Personal

Autor/inn/en	Makopoulou, Kyriaki; Armour, Kathleen M.
Titel	Physical Education Teachers' Career-Long Professional Learning: Getting Personal
Quelle	In: Sport, Education and Society, 16 (2011) 5, S.571-591 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2011.601138
Schlagwörter	Foreign Countries; Evidence; Grounded Theory; Constructivism (Learning); Physical Education; Teacher Collaboration; Interviews; Physical Education Teachers; Inservice Teacher Education; Educational Needs; Barriers; Case Studies; Qualitative Research; Teacher Attitudes; Professional Continuing Education; Teaching Conditions; Educational Policy; Greece + Suchen Sie Ihr Suchwort? Ausland; Evidenz; Körpererziehung; Sportunterricht; Lehrerkooperation; Interviewing; Interviewtechnik; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerfortbildung; Educational need; Bildungsbedarf; Case study; Fallstudie; Case Study; Qualitative Forschung; Lehrerverhalten; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrbedingungen; Unterrichtsbedingungen; Politics of education; Bildungspolitik; Griechenland
Abstract	The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider learning goals, an understanding of teachers' engagement in professional learning is worthy of scrutiny; in particular an understanding of learning and contexts. The research was undertaken from a qualitative, social constructivist, situated perspective within a case study framework. In total, nine case study PE teachers (five females and four males) participated in the study. Data were collected using semi-structured interviews with the teachers over a period of one year. The data were analysed using a constructivist approach to grounded theory. Evidence suggested that, for these teachers, professional learning can take place in multiple contexts and situations. However, for some teachers, their unique blend of personal, contextual and professional factors inhibited self-initiated (and self-funded) PE-CPD participation. In the absence of enabling CPD structures, some teachers had abandoned attempts to engage in sustained and meaningful professional learning. In addition, poor PE facilities and lack of opportunity for teacher collaboration had a negative impact on teachers' professional learning. Hence, drawing on evidence from this qualitative study, it is suggested that future PE-CPD for these teachers should focus on building their capacity for learning. Moreover, provision should draw upon the available evidence from wider research on teachers' professional learning but ensure it is contextualised. Evidence from this study also suggested that it would be useful to base future CPD design on an in-depth understanding of the diverse ways in which Greek teachers work, live and learn in order to meet the specific needs of Greek teachers and schools at this stage of their development. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10