-changing and multifaceted profession ( Phillips, 2008 ). Specifically, professional development programs in PE (PE-CPD) can play a considerable role in upskilling content knowledge and reducing primary school teachers’ insecurities toward teaching PE ( Harris et al., 2012 ). Nevertheless, like most PE-CPD
Lowri C. Edwards, Anna S. Bryant, Kevin Morgan, Stephen-Mark Cooper, Anwen M. Jones and Richard J. Keegan
Hayley Morrison and Doug Gleddie
IPE. Armour et al. ( 2015 ) also suggest, “effective PE-CPD [physical education continuing professional development] from this [Deweyan] perspective is that which nourishes teachers as curious, dynamic, creative, and continuous learners. Instead of attempting to design CPD with a set of fixed ends or
