Continuing professional development for physical education teachers in Europe


Tannehill D., DEMİRHAN G., Caplova P., AVŞAR Z.

EUROPEAN PHYSICAL EDUCATION REVIEW, cilt.27, sa.1, ss.150-167, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 27 Sayı: 1
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1177/1356336x20931531
  • Dergi Adı: EUROPEAN PHYSICAL EDUCATION REVIEW
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, CAB Abstracts, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), SportDiscus
  • Sayfa Sayıları: ss.150-167
  • Anahtar Kelimeler: Continuing professional development, signature pedagogies, European Union, key features of CPD, COMMUNITY, PATTERNS, IMPACT
  • Hacettepe Üniversitesi Adresli: Evet

Özet

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton's (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.