Traditional and contemporary approaches to career-long professional learning: a primary physical education journey in Scotland

Mike Jess, Nollaig McEvilly*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Pages (from-to)225-237
Number of pages13
JournalEducation 3-13
Volume43
Issue number3
Early online date25 Jun 2013
DOIs
Publication statusPublished - 1 Jan 2015

Keywords

  • capacity building
  • career-long professional learning
  • primary physical education
  • Scotland
  • situated learning

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