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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Sara Hagenah, Julianne A. Wenner, Kimberly Tucker, Tyler Johnson, Hannah Calvert, and Lindsey Turner
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
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
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
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
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
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
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
Stephen M. Roth
Higher education faculty have many responsibilities, with teaching as arguably the most public of those yet also the task for which many are least prepared. Professional development around teaching and learning can provide faculty with the knowledge and skills needed to improve student learning while also improving job satisfaction. The present paper describes the use of faculty learning communities as a best practice for professional development around teaching. Such communities engage a group of participants over time and provide a way to impart knowledge and resources around teaching and learning, encourage application of new skills in the classroom, and evaluate and refect on the effectiveness of those trials. Research shows that time spent in faculty learning communities translates into improvements in both teaching effectiveness and student learning. Resources are provided for administrators interested in developing and supporting faculty learning communities around teaching and 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.
