‘It is a case of changing your thought processes, the way you actually teach’: implementing a complex professional learning agenda in Scottish physical education

Atencio, Matthew; Jess, Michael; Dewar, Kay

doi:10.1080/17408989.2011.565469

Cited by 46 publications

(35 citation statements)

References 26 publications

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“…In accordance with reports that creating change in schools is a timely and messy process (Atencio et al 2012;Patton and Parker, 2012), we argue that the first manifestation of this CoP took the better part of six months to emerge. It was only at this point, and beyond the anticipated point of this study, that the social framework was capable of supporting the teachers' use of the innovation.…”

Section: Resultsmentioning

confidence: 49%

“…Quite often in a CoP, teachers work together to inquire into their respective practices and to develop their understanding of how to use a new pedagogical approach (Atencio, Jess and Dewar, 2012;Calderón, 1999;McLaughlin and Zarrow, 2001). A CoP creates 'space' for meaningful, worthwhile and frequent discussions between teachers, which in turn facilitate the development of their own and others' pedagogy (Calderón, 1999;Deglau and O'Sullivan, 2006;Parker et al 2010;O'Sullivan, 2007).…”

Section: Professional Learningmentioning

confidence: 99%

See 1 more Smart Citation

Innovation with change: developing a community of practice to help teachers move beyond the ‘honeymoon’ of pedagogical renovation

Goodyear

Casey

2013

Physical Education and Sport Pedagogy

143

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Section: Resultsmentioning

confidence: 49%

Section: Professional Learningmentioning

confidence: 99%

Innovation with change: developing a community of practice to help teachers move beyond the ‘honeymoon’ of pedagogical renovation

Goodyear

Casey

2013

Physical Education and Sport Pedagogy

143

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“…Although initial teacher education (ITE) is instrumental for training teachers to statutory standards, there are various reasons for teachers to engage in lifelong learning in order to help sustain ongoing quality teaching (see Penney & Jess, 2004). Coinciding with national curricular developments in Scotland (Scottish Executive, 2004a), there have been calls for a professional change in the way the PE curriculum is delivered (see Atencio, Jess, & Dewar, 2012). Perhaps this is due to PE being given a more prominent position: 'CfE crucially links PE with the development of learners' personal and social skills, talents, positive attitudes, and mental skills' (Elliot, Atencio, Campbell, & Jess, 2011, p. 6).…”

Section: Introductionmentioning

confidence: 99%

‘Really on the ball’: exploring the implications of teachers' PE-CPD experience

Elliot

Campbell

2013

Sport, Education and Society

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Continuing professional development (CPD) is currently high on the Scottish Education agenda. Recent curriculum reform in Scotland, with the introduction of Curriculum for Excellence, places physical education (PE) at the forefront for its role in directly supporting learners' mental, emotional, social and physical well-being. This emphasis on PE, along with concerns about the health of the nation, has resulted in a nationwide initiative providing non-specialist teachers of primary PE with the opportunity to develop a specialism in the subject through governmentfunded CPD programmes at postgraduate level. Using Knowles' andragogical model as a framework, this paper reports data from a larger research study that evaluated a Scottish PE-CPD initiative. This paper comprises a single case holistic study investigating the impact and implications of a PE-CPD programme through the professional learning journeys, from the outset until completion, of four teachers: a nursery teacher, a class teacher, a cluster cover teacher and a PE specialist who participated in the programme. Data were collected over one academic year using two-stage questionnaire interviews and were analysed thematically with special attention given to the emerging general themes to achieve a holistic understanding of the case. Study findings endorse the positive impact of using the andragogical model of adult learning combined with the literature-supported characteristics of effective PE-CPD programmes. Teachers' perspectives on their CPD experiences, integration of acquired learning into working contexts and teaching post-PE-CPD were then examined to determine the next steps. This led to critical reflection on the implications of the findings for the teachers' ongoing professional development. We then challenged the role that university providers play in supporting teachers' lifelong learning. Instead, we suggest new school-university partnerships and alternative ways to support capacity building and lifelong learning towards a sustainable transformational change in Scotland's primary PE.

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“…Professional competence of physical education teachers is very important in order to increase quality standards in physical education lessons (Atencio, Jess, & Dewar, 2012). Yaylacı (2012) formulated "Quality physical education lesson = Quality physical education teacher" for quality physical education lessons.…”

mentioning

confidence: 99%

Students’ Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

Demir¹

2015

UCER-A

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The purpose of the study is to examine the relationship between professional personality competencies of physical education teachers working in high schools and gender, school type, and class variables of students. The study was organised according to the screening model. The study was carried out in a total of 17 schools, 16 state and one private, connected to the Ministry of National Education located in Canakkale province, with 1,254 high school students attending in the academic year [2013][2014]. Of the research group, 52.2% were female students and 47.8%were male students. The Physical Education Teacher Professional Personality Competence Scale-Student (PET PPCS-Student) was used as the data collection tool in the study. There were significant differences found in all subcomponents according to school type and class variables of the participants (p < 0.05).Keywords: physical education, competence, physical education teacher, high school Introduction The concept of competence is used as the equivalent of standard and quality. Teacher competence is a concept which is used to list in detail the attitudes, knowledge, and skills teachers should have (Turkish Education Association (TED), 2009). The answers to Wilson's (2011) question of "How can we improve teacher competencies?" is stated in his study as providing suitable candidates for teacher competencies, keeping teachers who are better at their duties, entering lessons well prepared, providing good working conditions, and providing quality professional development. Stronge (2007) explained the general competence of teachers in six components: valuing students, respect for student personality and equality, social interaction, professional enthusiasm and motivation, job attitudes, and reflective interaction.Buyuknacar (2008) defined teachers' professional personality competencies as information which is expected to be known in their field which is specific to the individual's occupational group and features by which professional knowledge is evaluated.Competencies of physical education teachers are explained as required knowledge, understanding, skills, and attitudes which are needed by physical education teachers in order to perform duties and responsibilities (Unlu, Sunbul, & Aydos, 2008).Physical education lessons improve students' leadership skills and self-confidence, increase love and respect for the environment and themselves, help in obeying school and class rules, and provide balanced eating habits (Camlıca, 2008 (Tannehil & Zakrajsek, 1993). Also, in research conducted by Sisko and Demirhan (2002) and Gullu (2007), attitudes of primary and secondary school students toward physical education classes were found to be positive.To make students love the lessons, the teacher should be more effective than the lesson (Eken, 2008). There was a positive relationship seen between success of the students who participated in science and mathematics courses and teacher competence (Monk, 1994). Darling-Hammond (1999) obtained similar results about the relations...

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‘It is a case of changing your thought processes, the way you actually teach’: implementing a complex professional learning agenda in Scottish physical education

Cited by 46 publications

References 26 publications

Innovation with change: developing a community of practice to help teachers move beyond the ‘honeymoon’ of pedagogical renovation

Innovation with change: developing a community of practice to help teachers move beyond the ‘honeymoon’ of pedagogical renovation

‘Really on the ball’: exploring the implications of teachers' PE-CPD experience

Students’ Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

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