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Chapter 5: professional dialogue as professional development

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dc.contributor.author Deglau, Dena
dc.contributor.author Ward, Philip
dc.contributor.author O'Sullivan, Mary
dc.contributor.author Bush, Kim
dc.date.accessioned 2013-06-26T08:13:59Z
dc.date.available 2013-06-26T08:13:59Z
dc.date.issued 2006
dc.identifier.uri http://hdl.handle.net/10344/3184
dc.description peer-reviewed en_US
dc.description.abstract Bechtel and OʼSullivan (in press) suggest that teacher change within the context of professional development (PD) is infl uenced by the design and content of PD initiatives. This paper examines the infl uence of an initiative designed to stimulate refl ection and discussion among experienced teachers. It has been argued in the physical education literature (Ward & Doutis, 1999) and in the larger field of educational reform (e.g., Fullan & Hargreaves, 1996) that efforts to encourage reflection and conversation by teachers about their profession ought to be a key outcome of any effort designed to improve or sustain a culture of professionalism. Such conversations serve as “records of practice” (Borko, 2004; Craig, 2004) that may support and encourage teachers to attempt changes (e.g., Gay & Ross, 1994; Ward & Doutis, 1999). en_US
dc.language.iso eng en_US
dc.publisher Human Kinetics en_US
dc.relation.ispartofseries Journal of Teaching in Physical Education;25(4), pp. 413-427
dc.relation.uri http://journals.humankinetics.com/jtpe
dc.rights © Human Kinetics en_US
dc.subject physical education en_US
dc.subject professional development en_US
dc.subject teachers en_US
dc.title Chapter 5: professional dialogue as professional development en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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