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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.
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
html.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.


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