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Physical education teachers' use of practitioner inquiry: effective, enjoyable and relevant professional learning

  • Victoria Goodyear
    ,
  • Ashley Casey
    ,
  • David Kirk
Research Output: Contribution to journal Article Peer-review

Abstract

The purpose of this paper is to explore how four physical education teachers in the United Kingdom engaged with reflection and dialogue as part of their daily practice. Technology, in the form of a voice recorder and focussed questions for reflection, facilitated teachers' engagement and constructive reflection. Furthermore, teachers made time within the busy school day to informally discuss their pedagogical decisions with colleagues and formally listen to their students' perceptions of their practice. Consequently, the quality of teaching in a physical education department was enhanced and practitioner inquiry supported effective, enjoyable and relevant professional learning.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 19-33

Journal (Volume, Issue Number)

Asia-Pacific Journal of Health, Sport and Physical Education (Volume 4, Issue 1)

Publication milestones

  • Published - 01/01/2013

Publication status

Published - 01/01/2013

ISSN

1837-7122

External Publication IDs

  • handle.net: 10547/294829
  • Scopus: 85014310107

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