levels ( Parker, Patton, Madden, & Sinclair, 2010 ). In this paper, we analyzed activities and interactions across a yearlong professional learning community (PLC) where eight elementary PE teachers from across a school district met on a monthly basis. The purpose of the meetings was to provide a shared
Search Results
“Does Anyone Even Care That I’m Down Here?”: Creating Shared Values in a District-Wide Physical Education Professional Learning Community
Sara Hagenah, Julianne A. Wenner, Kimberly Tucker, Tyler Johnson, Hannah Calvert, and Lindsey Turner
“No One Works in Isolation Here”: The Socialization of Physical Education Teachers Into a Professional Learning Community
Zack Beddoes, Emily Whitney, Jenna Starck, and Keely Reese
As professionals in the school community, physical education teachers are increasingly expected to contribute to school-based professional learning communities ([PLCs]; DuFour & DuFour, 2016 ). For over two decades, school-based PLCs have provided an efficient framework for continuous professional
Principal Perceptions and Applications of Professional Learning Communities: Implications for the Future of Physical Education
Zack E. Beddoes and Debra S. Sazama
). Continuous PD is embedded in professional practice wherein teachers engage in the sharing of ideas and reflection on content delivery designed to facilitate student learning ( Goodyear, 2017 ). A growing method for systematizing continuous PD is through professional learning communities (PLCs; DuFour
Understanding Physical Education Teachers’ Help-Seeking Behaviors in a Facebook Professional Learning Community
Xiuye Xie and Yung-Ju Chen
Continuous professional learning is critical in improving teachers’ teaching practice ( Lessing & Witt, 2007 ). Professional learning communities (PLCs) have been widely adopted to support teachers’ ongoing and continuous professional learning ( Kilbane, 2009 ). Although there is no universal
“I Wish I Had Had You as a PE Teacher”: Physical Educators’ Experiences in a Professional Learning Community
Zack Beddoes, Debra Sazama, and Jenna Starck
, 2019 ) and subsequent student learning. However, given the marginal status many physical educators experience, the use of CPD may feel like an additional obstacle to overcome ( Barroso, McCullum-Gomez, Hoelscher, Kelder, & Murray, 2005 ). School Improvement Through Professional Learning Communities One
Erratum. Understanding Physical Education Teachers’ Help-Seeking Behaviors in a Facebook Professional Learning Community
TO OUR READERS: An error appeared in the ahead-of-print version of the following article: Xie, X., & Chen, Y.-J. (2022). Understanding physical education teachers’ help-seeking behaviors in a Facebook professional learning community. Journal of Teaching in Physical Education . Advance online
Chapter 1: Introduction to Social Media for Professional Development and Learning in Physical Education and Sport Pedagogy
Stephen Harvey, Jeffrey P. Carpenter, and Brendon P. Hyndman
; Stoszkowski & Collins, 2012 ; see Figure 1 ). These PDL activities have been described in a variety of ways, including in terms of the development of online “professional learning communities” ( DuFour, DuFour, Eaker, May, & Mattos, 2016 ), “professional learning networks” ( Trust et al., 2016 ), and
Chapter 5: Using Social Media: One Physical Education Teacher’s Experience
Collin C. Brooks and Jaimie M. McMullen
, 2009 ) and can be highly influential in a teacher’s decision to leave the profession ( Mäkelä, Hirvensalo, & Whipp, 2014 ). Professional learning communities (PLCs), groups of teachers working together in some capacity, can be employed to prevent teachers from entering the career frustration stage
Chapter 8: Collective Action for Learning, Improvement, and Redesign
Hal A. Lawson, Emily Jones, Zac Beddoes, Steven Estes, Stephanie A. Morris, Murray F. Mitchell, Hans van der Mars, and Phillip Ward
development-focused professional learning communities (PLCs), together with interorganizational partnerships with provisions for joint capacity building and resource exchanges; (g) with leadership provided by professional associations, develop accelerated mechanisms for “going to scale” with successful
Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning
Kathleen M. Armour and Martin Yelling
This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group interview. The findings suggest that these teachers identified CPD as “going on a course,” but, in reality, they learned in a variety of ways. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other. We argue, therefore, that the traditional relationship between teachers and CPD provision needs to be altered such that teachers in their professional learning communities or networks play a leading role.
