Physical education teachers' use of practitioner inquiry: effective, enjoyable and relevant professional learning

2.50
Hdl Handle:
http://hdl.handle.net/10547/294829
Title:
Physical education teachers' use of practitioner inquiry: effective, enjoyable and relevant professional learning
Authors:
Goodyear, Victoria A. ( 0000-0001-5045-8157 ) ; Casey, Ashley ( 0000-0002-8232-5727 ) ; Kirk, David ( 0000-0001-9884-9106 )
Abstract:
The purpose of this paper is to explore how four physical education teachers in the United Kingdom engaged with reflection and dialogue as part of their daily practice. Technology, in the form of a voice recorder and focussed questions for reflection, facilitated teachers' engagement and constructive reflection. Furthermore, teachers made time within the busy school day to informally discuss their pedagogical decisions with colleagues and formally listen to their students' perceptions of their practice. Consequently, the quality of teaching in a physical education department was enhanced and practitioner inquiry supported effective, enjoyable and relevant professional learning.
Citation:
Goodyear, V., Casey, A., & Kirk, D. (2013) 'Physical education teachers' use of practitioner inquiry: effective, enjoyable and relevant professional learning', Asia-Pacific Journal of Health, Sport and Physical Education, 4(1), pp.19-33
Publisher:
Taylor and Francis
Journal:
Asia-Pacific Journal of Health, Sport and Physical Education
Issue Date:
2013
URI:
http://hdl.handle.net/10547/294829
DOI:
10.1080/18377122.2013.760425
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/18377122.2013.760425
Type:
Article
Language:
en
ISSN:
1837-7122; 1837-7130
Appears in Collections:
Physical Education and Sport Pedagogy Group

Full metadata record

DC FieldValue Language
dc.contributor.authorGoodyear, Victoria A.en_GB
dc.contributor.authorCasey, Ashleyen_GB
dc.contributor.authorKirk, Daviden_GB
dc.date.accessioned2013-06-27T15:52:39Z-
dc.date.available2013-06-27T15:52:39Z-
dc.date.issued2013-
dc.identifier.citationGoodyear, V., Casey, A., & Kirk, D. (2013) 'Physical education teachers' use of practitioner inquiry: effective, enjoyable and relevant professional learning', Asia-Pacific Journal of Health, Sport and Physical Education, 4(1), pp.19-33en_GB
dc.identifier.issn1837-7122-
dc.identifier.issn1837-7130-
dc.identifier.doi10.1080/18377122.2013.760425-
dc.identifier.urihttp://hdl.handle.net/10547/294829-
dc.description.abstractThe purpose of this paper is to explore how four physical education teachers in the United Kingdom engaged with reflection and dialogue as part of their daily practice. Technology, in the form of a voice recorder and focussed questions for reflection, facilitated teachers' engagement and constructive reflection. Furthermore, teachers made time within the busy school day to informally discuss their pedagogical decisions with colleagues and formally listen to their students' perceptions of their practice. Consequently, the quality of teaching in a physical education department was enhanced and practitioner inquiry supported effective, enjoyable and relevant professional learning.en_GB
dc.language.isoenen
dc.publisherTaylor and Francisen_GB
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/18377122.2013.760425en_GB
dc.subjectpractitioner inquiryen_GB
dc.subjectprofessional learningen_GB
dc.subjectreflectionen_GB
dc.subjectprofessional dialogueen_GB
dc.subjectX300 Academic studies in Educationen_GB
dc.titlePhysical education teachers' use of practitioner inquiry: effective, enjoyable and relevant professional learningen
dc.typeArticleen
dc.identifier.journalAsia-Pacific Journal of Health, Sport and Physical Educationen_GB
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