.1080/07303084.2020.1683376 10.1080/07303084.2020.1683376 Williams , J. , Ritter , J. , & Bullock , S.M. ( 2012 ). Understanding the complexity of becoming a teacher educator: Experience, belonging, and practice within a professional learning community . Studying Teacher Education, 8 ( 3 ), 245 – 260 . doi:10
Search Results
Developing Principles of Practice for Implementing Models-Based Practice: A Self-Study of Physical Education Teacher Education Practice
Kellie Baker
Alone in the Gym: A Review of Literature Related to Physical Education Teachers and Isolation
Christa Spicer and Daniel B. Robinson
, 1988 ). To accomplish this, PE teachers would need to be proactive and would need to find time to develop collegiality through daily routine interactions with colleagues ( Templin, 1988 ). If PE teachers were mandated through government contract to take part in professional learning communities (PLCs
Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education
Stephanie Beni, Tim Fletcher, and Déirdre Ní Chróinín
Chróinín , D. ( 2017 ). Meaningful experiences in physical education and youth sport: A review of the literature . Quest, 69 ( 3 ), 291 – 312 . 10.1080/00336297.2016.1224192 Blankenship , S.S ., & Ruona , E.A.W. ( 2007 ). Professional learning communities and communities of practice: A
Examining Role Stress, Emotional Intelligence, Emotional Exhaustion, and Affective Commitment Among Secondary Physical Educators
Nicholas S. Washburn, Kelly L. Simonton, K. Andrew R. Richards, and Ye Hoon Lee
satisfaction and organizational commitment . International Journal of Psychology, 44 ( 3 ), 187 – 194 . 10.1080/00207590701700511 Beddoes , Z. , Prusak , K.A. , & Hall , A. ( 2014 ). Overcoming marginalization of physical education in America’s schools with professional learning communities
Chapter 1: 21st Century Physical Education in the United States: Introduction to the Special Issue
Phillip Ward, Hal A. Lawson, Hans van der Mars, and Murray F. Mitchell
adversity. Chapter 8 examines collective action for learning, improvement, and redesign. The work that lies ahead is history making. It is like a team sport because it requires collective action. Alternatives include professional learning communities, networked organizations, and various kinds of
Strength and Conditioning in U.S. Schools: A Qualitative Investigation of Physical Educators’ Socialization and Professional Experiences
Ben D. Kern, David Bellar, Wesley J. Wilson, and Samiyah Rasheed
. https://nfhs.org/articles/benefits-of-a-high-school-strengthconditioning-coach/ Beddoes , A. , Prusak , K.A. , & Hall , A. ( 2014 ). Overcoming marginalization of physical education in American schools with professional learning communities . Journal of Physical Education, Recreation, & Dance
Expanding the Boundaries of TPSR and Empowering Others to Make Their Own Contributions
Barrie Gordon and Sylvie Beaudoin
study of teaching as inquiry in physical education through the development of a professional learning community (Masters in Education). University of Auckland , Auckland, New Zealand . Gray , S. , Wright , P.M. , Sievwright , R. , & Robertson , S. ( 2019 ). Learning to use teaching for
Chapter 8: Research Ruminations and New Frontiers for Social Media Use for Professional Development and Learning in Physical Education and Sport Pedagogy
Jeffrey P. Carpenter and Stephen Harvey
.1080/2159676X.2017.1367715 10.1080/2159676X.2017.1367715 Goodyear , V.A. , Parker , M. , & Casey , A. ( 2019 ). Social media and teacher professional learning communities . Physical Education and Sport Pedagogy, 24 ( 5 ), 421 – 433 . doi:10.1080/17408989.2019.1617263 10
In-Service Teachers’ and Educational Assistants’ Professional Development Experiences for Inclusive Physical Education
Hayley Morrison and Doug Gleddie
see how PD for teachers’ and EAs’ together, who work as an instruction team, might support their experiences, professional learning communities, and mentorship for IPE. Inquiry into practitioners’ IPE-PD opportunities, past experiences with IPE and PD, and current challenges with IPE that PD could
The Influence of Socializing Agents and Teaching Context Among Teachers of Different Dispositions Toward Change
Ben D. Kern, Kim C. Graber, Amelia Mays Woods, and Tom Templin
recognize this difference so that opportunities for PD may be more effectively designed. To that end, supporting teachers through strategies such as communities of practice and professional learning communities may further teachers’ ability to create effective programs where student learning is a central
