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Research PaperPurpose of this paper This research reviews extant Organisational Role Theory (ORT) literature, and identifies issues that limit its usefulness to contemporary academics and practitioners alike. It was found that three assumptions underpinning classical ORT are inadequate to account for the array of roles enacted by employees and the manner in which they impact upon workinglife. Design/methodology/approachA review of ORT literature was conducted in light of the issues surrounding the effective implementation of HR policies in the workplace. The paper was based upon a review of the intersection between ORT and contemporary HR management, and explored using primary survey and semi-structured interview data. FindingsThis research suggests that ORT needs to incorporate the key themes of 'multi-faceted employee', 'employer recognition/facilitation' and 'compartmentalisation' into its assumptions in order to account for contemporary HRM issues. Research limitations/implications (if applicable)This research is only exploratory in nature, and thus requires its findings to be verified in larger sample sizes, and amongst respondents from different cultures and industry categories. Practical implications (if applicable)This research has practical implications for HR managers wishing to employ effective roletaking/WLB policies in their workplace. Current WLB issues are well established in the literature, and the reconceptualisation of ORT provides some insight into what might constitute the tenets of an effective WLB policy regime. What is original/value of paperThis paper provides an exploration of the contemporary HRM issues that need to be included in a reconceptualisation of ORT. This research would be of value to both academics (reconceptualising classical ORT) as well as practitioners (who would observe specific implications for the formulation of effective HR policies in the workplace).

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Despite the benefits associated with teacher development through participation in communities of practice, many questions about these groups remain unanswered. The purpose of this qualitative study was to examine a group of elementary physical education teachers as a community of practice whose objective was to develop and disseminate district-wide elementary curriculum. Participants included four teachers, the district curriculum coordinator, and project facilitators. Results identify the importance of a catalyst, a vision for students and the project, the importance of support, the significance of personal and professional relationships, and the realization of empowerment as critical. Ultimately, the development of curriculum was a meaningful, purposeful, and authentic task that allowed the transformation of this group. Adhering to the assumption that learning takes place within social practice, these data provide valuable insight as to the contexts that underlie the ability to mediate change, the relationships between individuals, and their ability to transform individual and group identity.

Background: An extensive and international evidence base positions professional learning 28 communities (PLCs) as an effective continued professional development (CPD) mechanism 29 that can impact on teachers' practices and, in turn, students' learning. The landscape of 30 teacher PLCs is continuously developing; notably through teachers' uses of social media. 31 Yet, there is limited robust evidence identifying the characteristics of social media PLCs that 32 impact on teachers' learning and practice. 33 34 Purpose: This exploratory study examined the characteristics of a specific Twitter-based 35 professional learning community-#pechat. The research questions were: (i) what is the 36 nature of a Twitter-based professional learning community? and (ii) what characteristics of a 37 Twitter-based professional learning community develop learning and practice? 38 39 Methods: Data were generated from 901 tweets between 100 participants; and 18 in-depth 40 semi-structured elicitation interviews with participants and moderators of the Twitter-based 41 professional learning community. Data were analysed through a process of deliberation, and 42 a relativist approach informed quality. 43 44 Findings: Two themes are reported to explain the nature of the Twitter-based professional 45 learning community and the different types of characteristics of #pechat that developed 46 learning and practice. The first theme engagement shows how different participants of 47 #pechat engaged with discussions and how moderators played a key role in facilitating 48 discussions between participants. The second theme shared practices shows how discussions 49 between participants of #pechat led to the development of new practices that some teachers 50 were able to use to accomplish particular objectives in their physical education lessons. 51 52 Conclusion: The analysis of the data provided evidence to suggest that #pechat is a PLC and 53 is representative of an established group of practitioners. These characteristics should be 54 considered in the design of future online professional development experiences. Facilitator or 55 moderator training could support the development of social media based PLCs that 56 subsequently and positively impact on teachers' practices.

The purpose of this study was to examine the pedagogy of facilitation within physical education professional development (PD). Specific research questions were: 1) What were the self-identified pedagogical strategies employed by facilitators in PD?, and 2) From the perspective of the participants, what strategies contributed to their growth as learners? Participants included fifteen PD facilitators and 88 teachers from eight selected professional learning communities in the U.S. and Europe. Data sources included interviews, artifacts, and field notes. Three participant-centered pedagogical strategies reflected facilitators’ methods and teachers’ perceptions: (a) learning as doing: providing structure without dictating, (b) learning as trying: creating and testing new ideas, and (c) learning as sharing: public presentation of work. By teaching without telling, purposeful facilitator actions contributed to the development of an environment that encouraged teachers to become active participants in the creation of knowledge and development of professional capital.

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