Learning communities (LCs) in a variety of formats are touted as an effective strategy for continuing professional development (CPD) in physical education. This study’s purpose was to provide an overview of the research on LCs in physical education for professional development between 1990 and 2020. A scoping review undergirded the research process and search parameters included full-text empirical studies in 12 languages. Ultimately 95 studies were found. A descriptive analysis revealed teachers as the focus in 75% of the studies; fewer studies focused on initial teacher education students, teacher educators, and facilitators. The largely qualitative studies reflected an international database (18 countries; four multinational studies) with South Korea, the US, and England dominating the literature. Four features spotlight thematic findings: (a) facilitation, (b) the process of community development, (c) the focus of the group and (d) the product(s) of the group. Learning communities as a CPD approach in physical education appear to be effective in a variety of ways. Little evidence, however, exists regarding their sustained nature over time, or how teacher engagement in LCs may result in substantive student learning. Contributing to the scattered nature of literature to date was the interchangeable use of communities of practice (CoP) and other forms of LCs. Often communities were not theoretically aligned, the development process of communities not explained, nor evidence provided as to how the community studied contained the qualifying features of a CoP or LCs. Future research, therefore, should detail the nature of community and fidelity to the theoretical framework.
The facilitator's role in supporting physical education teachers' empowerment in a professional learning communityPhysical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs.Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces for empowerment.The purpose of this paper is to explore the facilitator's actions in supporting PE teachers' empowerment in a PLC. Action research framed this project in Brazil.Participants included six PE teachers, a facilitator, and a critical friend. Data sources included daily observations and reflections from weekly meetings with the teachers and the critical friend. Data were analysed using inductive and thematic methods. By engaging a Freirean view as a theoretical framework, it was understood that the teachers needed to empower themselves to survive in their reality, learn in order to be recognised at school, and act to change their micro-context. Accordingly, three themes represented the facilitator's actions to support teachers' empowerment: (a) creating a horizontal relationship with teachers through dialogue; (b) understanding and respecting teachers' learning; and (c) struggling with teachers in their reality as an act of solidarity. These facilitator actions contributed primarily to building a democratic space where the teachers could name, critique, and negotiate the barriers they faced. Although creating spaces for teachers' empowerment provided the opportunity for improving teachers' PE knowledge, these spaces fundamentally supported teachers in seeking better professional conditions, organising themselves as a community, and pursuing social change.
O objetivo foi analisar o desenvolvimento profissional docente (DPD) dos monitores esportivos e do professor que atuaram no Programa Segundo Tempo (PST) Universitário na Universidade Federal de Mato Grosso do Sul (UFMS). Tratou-se de uma pesquisa descritiva, com abordagem qualitativa. O software Iramuteq foi utilizado para a análise dos dados das entrevistas semiestruturadas. Os resultados indicaram que, apesar das atividades iniciais de formação previstas nas diretrizes do PST Universitário não terem sido oferecidas aos monitores e professor do núcleo, as atividades semanais foram fundamentais para o DPD. A atuação no programa permitiu uma reflexão sobre as metodologias indicadas pelo programa em consonância com as disciplinas da graduação, a autoavaliação do ensino-aprendizagem e a construção da identidade do ser professor. Concluiu-se que o PST Universitário na UFMS possibilitou o DPD contínuo e contextualizado com a futura prática docente.
O objetivo deste artigo é oferecer um modelo para colegas que desejam aproveitar a oportunidade de trabalhar juntos em todas as nacionalidades para questionar a solidariedade. Nesta seção Em Foco, vinte e dois pesquisadores (nove brasileiros e treze internacionais) trabalharam em seis pequenos grupos durante dois anos para escrever sobre suas experiências com práticas colaborativas. Partindo do conceito de solidariedade de Freire, os editores compartilharam as etapas do processo de co-design, bem como suas visões que resultaram em três temas: (a) a necessidade de aumentar a visibilidade da comunidade acadêmica brasileira; (b) nosso cuidado coletivo com linguagem e comunicação; e (c) como ao liderar este projeto nos repensamos de diferentes maneiras. Defendemos que o modelo da seção Em Foco coelaborada deve ser fundamentado na solidariedade quando utilizado por colegas de outros países. É uma solidariedade baseada na partilha da luta para mudar as desigualdades sociais com as pessoas e a vontade de doar e repensar a nós mesmos.
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