oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
What is ‘effective’ CPD for contemporary physical education teachers?: A Deweyan framework
School of Sport, Exercise & Rehabilitation Sciences, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
Örebro University, School of Health and Medical Sciences, Örebro University, Sweden. (SMED)ORCID iD: 0000-0001-8748-8843
Sports Studies and Physical Education, School of Education, University College Cork, Cork, Ireland.
School of Sport, Exercise & Rehabilitation Sciences, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
2017 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 22, no 7, p. 799-811Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Routledge, 2017. Vol. 22, no 7, p. 799-811
Keywords [en]
Teacher learning; Contemporary learners; John Dewey; Education as growth; Lifelong learning
National Category
Sport and Fitness Sciences
Research subject
Sports Science
Identifiers
URN: urn:nbn:se:oru:diva-46055DOI: 10.1080/13573322.2015.1083000ISI: 000406556900002Scopus ID: 2-s2.0-84941670037OAI: oai:DiVA.org:oru-46055DiVA, id: diva2:860000
Available from: 2015-10-09 Created: 2015-10-09 Last updated: 2017-10-18Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Quennerstedt, Mikael

Search in DiVA

By author/editor
Quennerstedt, Mikael
By organisation
School of Health and Medical Sciences, Örebro University, Sweden
In the same journal
Sport, Education and Society
Sport and Fitness Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 366 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf