Abstract for AIESEP World Congress 2014
Oral presentation for sub theme: Professional learning and development of PE
teachers and coaches
IS IT POSSIBLE TO TEACH OLD DOGS NEW TRICKS?
EXPLORING THE CHARACTERISTICS OF EFFECTIVE
PROFESSIONAL LEARNING FOR PHYSICAL EDUCATION
TEACHERS
Kelly Ann Parry 1
Dana Perlman 1
Phil Pearson 1
Greg Forrest 1
1. University of Wollongong
The importance of professional learning is well documented in the academic literature (Guskey,
2002, Bechtel and Sullivan, 2006; Armour and Makopoulou, 2011). Most professional
development research is driven by the impetus that “effective professional development will
improve teacher instructional practices, which will result in improved students learning” (Opfer
and Pedder, 2011, p.384). Guskey (2002) argues, “High-quality professional development is a
central component in nearly every modern proposal for improving education” (p. 381). However,
current research is fraught with concerns regarding the present state of teacher professional
development (Day, 2004; Fishman et al., 2003; Armour and Yelling (2007), deeming it inadequate
and ineffective in supporting teachers to learn in ways that can enhance practice (Armour and
Yelling, 2004, 2007, Armour and Makopoulou, 2011). It is clear that professional learning
opportunities within physical education are in need of serious re-evaluation if they are to have any
significant impact on practice and subsequently improve the quality and standards of students
learning (Fishman et al., 2003; Day, 2004; Armour and Yelling, 2007).
This paper explores the features and characteristics of effective professional development,
specifically within a physical education context.
It examines the types of professional
development that are likely to enhance teacher and pupil learning and explores the professional
development required to support physical educators in facilitating and sustaining change. The
paper draws upon current professional development research to answer: what does effective
professional development look like in Physical Education?
This paper considers contemporary forms of teacher professional learning, such as Communities
Of Practice (COPS), Professional Learning Communities (PLCs), Professional Learning Networks
(PLNs), Continuous Professional Development (CPD) and discusses what these may look like in
physical education.
References:
Armour and Makopoulou, 2011). Teachers' professional learning in a European learning society: the case
of physical education. Physical Education and Sport Pedagogy Vol. 16, No. 4, October 2011, 417–433
Armour KM, Yelling M (2004) Continuing professional development for experienced physical education
teachers: towards effective provision. Sport, Education and Society 9: 95–114.
Armour KM, Yelling MR, (2007) Effective professional development for physical education teachers: the
role of informal, collaborative learning. Journal of Teaching in Physical Education 26: 177–200.
Bechtel, P.A., and M. O’Sullivan. 2006. Effective professional development – What we now know. Journal
of Teaching in Physical Education 25: 363–78
Day, C. (2004). Change agendas: The roles of teacher educators. Teaching Education, 15, 145-158
Fishman, B.J., Marx, R.W., Best, S., & Tal, R.T. (2003). Linking teacher and student learn- ing to improve
professional development in systemic reform. Teaching and Teacher Education, 19, 643-658.
Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and
Practice, 8, 381-391.
Opfer and Pedder (2011). Conceptualizing Teacher Professional Learning. Review of Educational Research.
Vol. 81, No. 3, pp. 376–407
Presenting authors name and email: Kelly Ann Parry kparry@uow.edu.au
Word count: 273