Learning communities and physical education professional development: A scoping review

Abstract

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.

Learning on the fly: Transitioning from doctoral student to physical education teacher educator

“…The degree to which participants felt prepared was largely based on the guidance that was received from advisors, mentors, and peers once they transitioned into their first faculty position. Although teacher education faculty consists of individuals with varying specialization areas, contractual arrangements, and contextual constraints, engagement in continuous professional development opportunities and learning communities appear effective for physical education professionals (Keay, 2010; Parker et al, 2022). Moreover, our findings highlight the desire to improve their professional capacity as teacher educators by engaging in professional learning communities that were often self-initiated and tailor-made (MacPhail et al, 2019; Tack et al, 2018).…”

Online teaching and learning in physical education teacher education: A mixed studies review of literature

“…A sample of the free codes, descriptive themes and the associated analytical theme is presented in Figure 2. Given the brief and factual nature of the data charted in relation to research questions one, two and four, a descriptive narrative summary is used to synthesise and present these findings (Parker et al, 2021).…”

It is a never-ending journey

“…Learning to be in different power positions within different groups was certainly a challenge present in our pathways. Similarly, the PETE literature (BENI, 2021;GONÇALVES et al, 2022) points out that it is not possible to live the role of facilitator in PETE programs without facing constant and inherent challenges. Rather, we understand that we live and learn with them throughout our pathways, adapting ourselves (BENI, 2021) while looking for opportunities for growth and overcoming these challenges.…”