Meaningful Learning in Professional Development: Teaching Without Telling

in Journal of Teaching in Physical Education
Restricted access

Purchase article

USD  $24.95

Student 1 year subscription

USD  $63.00

1 year subscription

USD  $84.00

Student 2 year subscription

USD  $119.00

2 year subscription

USD  $156.00

The purpose of this study was to examine the pedagogy of facilitation within physical education professional development (PD). Specific research questions were: 1) What were the self-identified pedagogical strategies employed by facilitators in PD?, and 2) From the perspective of the participants, what strategies contributed to their growth as learners? Participants included fifteen PD facilitators and 88 teachers from eight selected professional learning communities in the U.S. and Europe. Data sources included interviews, artifacts, and field notes. Three participant-centered pedagogical strategies reflected facilitators’ methods and teachers’ perceptions: (a) learning as doing: providing structure without dictating, (b) learning as trying: creating and testing new ideas, and (c) learning as sharing: public presentation of work. By teaching without telling, purposeful facilitator actions contributed to the development of an environment that encouraged teachers to become active participants in the creation of knowledge and development of professional capital.

Patton is with the Department of Kinesiology, California State University, Chico, CA. Parker is with the Physical Education and Sport Sciences Department, University of Limerick, Limerick, Ireland. Pratt is with the Department of Health Sciences, Northern Arizona University, Flagstaff, Arizona.

All Time Past Year Past 30 Days
Abstract Views 132 132 29
Full Text Views 19 19 2
PDF Downloads 34 34 4