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
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“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
Continuing Professional Development in Physical Education: Future Directions and Lessons Learned
Ben D. Kern and Kevin Patton
communities. Widespread support exists in both general education and PE for professional learning communities in which teachers learn from and with each other and develop new practices both inperson ( Parker et al., 2010 ), and online. Teacher learning communities facilitate camaraderie and respect toward one
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
