Practitioner research: a means of coping with the systemic demands for continual professional development?

2.50
Hdl Handle:
http://hdl.handle.net/10547/294831
Title:
Practitioner research: a means of coping with the systemic demands for continual professional development?
Authors:
Casey, Ashley ( 0000-0002-8232-5727 )
Abstract:
This article explores the current demands that teachers engage in year-on-year continued professional development (CPD) as a means of showing their ongoing competence to teach. In particular it highlights two types of CPD: the talked about notion of the ‘reflective practitioner’ and the actioned reality of CPD as a measure of technical and competent practice. The paper explores the feelings of teachers towards CPD and then, drawing on a seven-year longitudinal practitioner research study, uses the example of physical education to highlight the discordance between the intentions of the provider and the learning of the teachers. Finally, it uses the self-same study to illustrate the difference between traditional CPD and an idea of professional development that focuses on the use of practitioner research. It argues that through the use of inquiry and research teachers are able to focus their learning on ‘their kids’ and ‘their problems’ rather than engage in CPD which is delivered off-site and which assumes that ‘one size fits all’.
Citation:
Casey, A. (2012) 'Practitioner research: A means of coping with the systemic demands for continual professional development?', European Physical Education Review, 19(1), pp.76-90
Publisher:
Sage Publications
Journal:
European Physical Education Review
Issue Date:
2012
URI:
http://hdl.handle.net/10547/294831
DOI:
10.1177/1356336X12465510
Additional Links:
http://epe.sagepub.com/cgi/doi/10.1177/1356336X12465510
Type:
Article
Language:
en
ISSN:
1356-336X; 1741-2749
Appears in Collections:
Physical Education and Sport Pedagogy Group

Full metadata record

DC FieldValue Language
dc.contributor.authorCasey, Ashleyen_GB
dc.date.accessioned2013-06-27T15:59:25Z-
dc.date.available2013-06-27T15:59:25Z-
dc.date.issued2012-
dc.identifier.citationCasey, A. (2012) 'Practitioner research: A means of coping with the systemic demands for continual professional development?', European Physical Education Review, 19(1), pp.76-90en_GB
dc.identifier.issn1356-336X-
dc.identifier.issn1741-2749-
dc.identifier.doi10.1177/1356336X12465510-
dc.identifier.urihttp://hdl.handle.net/10547/294831-
dc.description.abstractThis article explores the current demands that teachers engage in year-on-year continued professional development (CPD) as a means of showing their ongoing competence to teach. In particular it highlights two types of CPD: the talked about notion of the ‘reflective practitioner’ and the actioned reality of CPD as a measure of technical and competent practice. The paper explores the feelings of teachers towards CPD and then, drawing on a seven-year longitudinal practitioner research study, uses the example of physical education to highlight the discordance between the intentions of the provider and the learning of the teachers. Finally, it uses the self-same study to illustrate the difference between traditional CPD and an idea of professional development that focuses on the use of practitioner research. It argues that through the use of inquiry and research teachers are able to focus their learning on ‘their kids’ and ‘their problems’ rather than engage in CPD which is delivered off-site and which assumes that ‘one size fits all’.en_GB
dc.language.isoenen
dc.publisherSage Publicationsen_GB
dc.relation.urlhttp://epe.sagepub.com/cgi/doi/10.1177/1356336X12465510en_GB
dc.rightsArchived with thanks to European Physical Education Reviewen_GB
dc.subjectX300 Academic studies in Educationen_GB
dc.subjectcontinuing professional developmenten_GB
dc.titlePractitioner research: a means of coping with the systemic demands for continual professional development?en
dc.typeArticleen
dc.identifier.journalEuropean Physical Education Reviewen_GB
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