What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework |
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| Authors: | Kathleen Armour Mikael Quennerstedt Kyriaki Makopoulou |
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| Institution: | 1. School of Sport, Exercise &2. Rehabilitation Sciences, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK;3. School of Health and Medical Sciences, ?rebro University, 701 82 ?rebro, Sweden |
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| Abstract: | It is widely argued that continuing professional development (CPD) for physical education (PE) teachers is important, yet questions remain about ‘effective’ CPD. We consider these questions afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting positions on teachers as learners. Considering the nature of contemporary PE, and the learning needs of teachers, we argue that a different model of PE-CPD is required to reflect the dynamic nature of contemporary practice. We propose John Dewey's classic concept of ‘education as growth’ to underpin a new conceptual framework for the design, delivery and evaluation of PE-CPD. We argue that ‘effective’ PE-CPD will not be found in formal policies, structures and processes, however, well-intentioned, unless it (i) focuses on the dazzling complexity of the learning process, (ii) prioritises context and contemporary challenges; (iii) bridges research/theory–practice in innovative ways; and (iv) nurtures the career-long growth of PE teachers. |
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| Keywords: | Teacher learning Contemporary learners John Dewey Education as growth Lifelong learning |
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