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Promoting professional learning through on-going and interactive support: three cases within physical education

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dc.contributor.author Hastie, Peter Andrew
dc.contributor.author MacPhail, Ann
dc.contributor.author Calderón, Antonio
dc.contributor.author Anatolievich Sinelinikov, Oleg
dc.date.accessioned 2016-01-04T09:49:05Z
dc.date.available 2016-01-04T09:49:05Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/10344/4809
dc.description peer-reviewed en_US
dc.description.abstract This paper reports on three cases where university teacher educators have provided an ongoing and interactive support system for teachers learning a particular curriculum and instructional model in physical education in their own schools. Located in diverse contexts (Ireland, Spain and Taiwan), each of these initiatives was grounded in the idea that previous efforts at professional development in settings outside the school led to less than successful implementation of innovative practice once teachers returned to their own settings. The three cases provide a description of the rationale for the professional development initiative, followed by a more extensive description of the professional development itself and its resultant outcomes. The third part of each scenario serves to highlight the challenges faced by the providers and the teachers during the course of the professional development. Three major themes (time, accessibility and modeling) that were common across sites are discussed in terms of the implications for professional development not only in physical education, but across subject areas irrespective of geographical location. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis: Routledge en_US
dc.relation.ispartofseries Professional Development in Education;41 (3), pp. 452-466
dc.relation.uri http://dx.doi.org/10.1080/19415257.2014.924425
dc.rights This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in Professional Development in Education © 2015 copyright Taylor & Francis, available online at: http://www.tandfonline.com/ http://dx.doi.org/10.1080/19415257.2014.924425 en_US
dc.subject education en_US
dc.subject physical education en_US
dc.subject sport education en_US
dc.subject professional learning en_US
dc.subject teacher en_US
dc.title Promoting professional learning through on-going and interactive support: three cases within physical education 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.date.updated 2014-10-30T10:13:36Z
dc.description.version Accepted
dc.identifier.doi 10.1080/19415257.2014.924425
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1567969
dc.internal.rssid 2695453
dc.internal.copyrightchecked Yes
dc.description.status peer-reviewed


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