Abstract
With career-long professional learning increasingly seen as a significant element of teacher education, this paper proposes that there is a need to acknowledge the complex nature of the professional learning process. The paper explores lessons learnt from over a decade of professional learning efforts by the Developmental Physical Education Group at The University of Edinburgh. With the group's traditional initial continuing professional development efforts having limited impact on teachers' practice, the paper considers how more recent efforts have refocused on a longer term, participative and situated approach that appears to be having significantly more influence on teachers as professional learners.
Original language | English |
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Pages (from-to) | 225-237 |
Number of pages | 13 |
Journal | Education 3-13 |
Volume | 43 |
Issue number | 3 |
Early online date | 25 Jun 2013 |
DOIs | |
Publication status | Published - 1 Jan 2015 |
Keywords / Materials (for Non-textual outputs)
- capacity building
- career-long professional learning
- primary physical education
- Scotland
- situated learning