Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning

By K. Armour, M. Yelling. 2007

277 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bb01264eefcd16efdd4e66f55fe34e6e1bc93057

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In Developmental and Educational Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

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Citations in the corpus

Towards an activist approach to research and advocacy for girls and physical education (2016, background): “Armour and Yelling (2007) have shown that the off-site, one-off ‘training’ of teachers through a ‘cascade’ of new ideas does not result in effective changes to teachers’ practice.”
Meaningful Learning in Professional Development: Teaching Without Telling (2013, background): “Learning in these environments is recognized as a process where teachers not only construct knowledge through social interaction, often away from their daily workplace, but also build solid relationships based on obligation and trust (Armour & Yelling, 2007).”
Teachers’ Everyday Professional Development (2016, background): “In terms of the learning content, teachers were especially motivated to acquire knowledge and skills that were practical, relevant, useful, and meaningful for their own classroom (e.g., Armour & Yelling, 2007; Cameron et al., 2013; Retallick, 1999; Scribner, 1999).”
What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework (2017, background): “PE-CPD is regularly designed and delivered in ways that flout everything that is known about effective learning (Armour & Yelling, 2004, 2007); and research in PE rarely makes explicit the learning theories that underpinned the design or methods of a study.”
Implementation and outcomes of a responsibility-based continuing professional development protocol in physical education (2015, background): “This study demonstrates one example of a CPD protocol that aligns with research that calls for CPD programs to be reconceptualized in a way that places teachers at the center, is long term, and includes peer- and selfassessments in addition to expert feedback (Armour & Yelling, 2007).”
Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “…(Aelterman et al., 2013), take place within the school day (Garet, Porter, Desimone, Birman, & Yoon, 2001), are integrated into practice (Armour & Yelling, 2007), cohere with school and system policies (Desimone, 2009; Ingvarson, Meiers, & Beavis, 2005), and promote transformative…”
What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning (2017, background): “This adds evidence to claims by Armour and Yelling (2007) and Guskey (2002) in educational CPD that ‘significant change in teachers’ attitudes and beliefs occurs primarily after they gain evidence of improvements in student learning’ (p. 383).”
Models-based practice: great white hope or white elephant? (2014, background): “Furthermore, while it is beyond the remit of this paper to discuss teachers’ professional development, it is clear from the literature (see Armour and Yelling 2007) that this is currently highly ineffective in helping teachers change and improve their teaching in physical education. In advocating th”
Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings (2013, background): “Previous CPD research focusing on education (e.g., Altrichter & Posh, 2009; Day, 1999), and physical education (PE) in particular (Armour & Makopoulou, 2012; Armour & Yelling, 2004, 2007; O’Sullivan & Deglau, 2006), indicated that teachers expect CPD to be relevant and applicable, to be delivered by”