Physical education teachers' use of practitioner inquiry: effective, enjoyable and relevant professional learning
Issue Date
2013Subjects
practitioner inquiryprofessional learning
reflection
professional dialogue
X300 Academic studies in Education
Metadata
Show full item recordAbstract
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.19-33Publisher
Taylor and FrancisAdditional Links
http://www.tandfonline.com/doi/abs/10.1080/18377122.2013.760425Type
ArticleLanguage
enISSN
1837-71221837-7130
ae974a485f413a2113503eed53cd6c53
10.1080/18377122.2013.760425