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

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    Authors
    Casey, Ashley
    Issue Date
    2012
    Subjects
    X300 Academic studies in Education
    continuing professional development
    
    Metadata
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    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
    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
    ae974a485f413a2113503eed53cd6c53
    10.1177/1356336X12465510
    Scopus Count
    Collections
    Physical Education and Sport Pedagogy Group

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