Advocating for Diverse Professional Development in Physical Education: Professional Learning Communities and Teacher Learning Walks

Abstract

The aims of professional development can be described as increasing teachers’ content knowledge and refining pedagogical practices in an attempt to enhance student success. However, PD often fails when it comes to sustaining pedagogical changes and improving student learning when only a traditional approach is implemented. Traditional PD approaches have used workshop designs over a one- or two-day period, through in-service activities held at a school or educational site such as a university. This article advocates that PE teachers can benefit from participating in diverse PD via professional learning communities (PLCs) and teacher learning walks.

Additional information

Notes on contributors

Teri Schlosser

Teri Schlosser ( [email protected] ) is a visiting assistant professor in the Department of Kinesiology at University of North Carolina at Pembroke in Pembroke, NC.

Craig Parkes

Craig Parkes is an assistant professor in the Department of Health, Kinesiology and Sport Sport Management at the University of South Alabama in Mobile, AL.

Jamie. J. Brunsdon

Jamie J. Brunsdon, is a doctoral student and graduate teaching assistant in Sport Pedagogy in the Department of Kinesiology at The University of Alabama in Tuscaloosa, AL.