Citations (102)
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Kemal Ahson, Kristiina Kumpulainen, Shirley Gray, Maria José Camacho Miñano & Emma Rich. (2023) Exercising space: re-examining young people’s use of digitised health and physical education (HPE) technologies through a spatial lens. Learning, Media and Technology 0:0, pages 1-15.
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Denis Schulz & Karen Gaudreault. (2023) Using Social Media to Build Perceived Mattering of Physical Educators. Journal of Physical Education, Recreation & Dance 94:5, pages 16-23.
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Zunera Malik & Sham Haidar. (2023) Online community development through social interaction — K-Pop stan twitter as a community of practice. Interactive Learning Environments 31:2, pages 733-751.
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Kelsey McEntyre & K. Andrew R. Richards. (2023) Implementing lessons learned through occupational socialization theory to influence preservice teachers’ subjective theories. Sport, Education and Society 28:2, pages 213-225.
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Van H. Le, Andrew McConney & Dorit Maor. (2022) Lurkers or posters? How teacher identity influences self-presentation on social networking sites. Learning, Media and Technology 47:4, pages 557-571.
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Marcello Passarelli, Francesca-Maria Dagnino, Donatella Persico, Francesca Pozzi & Flavio Manganello. (2022) Gamification and support to self-regulation as a means to promote practice sharing for teacher professional development (Ludificación y fomento de la autorregulación para incentivar el intercambio de prácticas docentes en el desarrollo profesional del profesorado). Culture and Education 34:4, pages 800-835.
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Van H. Le, Dorit Maor & Andrew McConney. (2022) The potential of social networking sites for continuing professional learning: investigating the experiences of teachers with limited resources. Studies in Continuing Education 44:3, pages 546-562.
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Nicole Martin & Rebecca Hultman. (2022) Applicability of Fitness Trackers in the Physical Education of Fifth- and Sixth-Grade Students. Journal of Physical Education, Recreation & Dance 93:6, pages 29-34.
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Carla Valério, Cláudio Farias, Carla Luguetti & Isabel Mesquita. (2022) Pre-service teachers’ negotiation of meaning in their Physical Education Teacher Education programme: a two-year follow-up ethnography. Physical Education and Sport Pedagogy 0:0, pages 1-15.
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Luiza Gonçalves, Melissa Parker, Carla Luguetti & Michele Carbinatto. (2022) ‘We united to defend ourselves and face our struggles’: nurturing a physical education teachers’ community of practice in a precarious context. Physical Education and Sport Pedagogy 27:4, pages 339-352.
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M.A. Griffiths, V.A. Goodyear & K.M. Armour. (2022) Massive open online courses (MOOCs) for professional development: meeting the needs and expectations of physical education teachers and youth sport coaches. Physical Education and Sport Pedagogy 27:3, pages 276-290.
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Scott McNamara, Victoria Larocca & Rebecca Bassett-Gunter. (2022) Physical education podcasts: a thriving community of practice or a one-way mode of communication?. Physical Education and Sport Pedagogy 0:0, pages 1-13.
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Keely Harper-Hill, Wendi Beamish, Stephen Hay, Michael Whelan, Jeremy Kerr, Oksana Zelenko & Clare Villalba. (2022) Teacher engagement in professional learning: what makes the difference to teacher practice?. Studies in Continuing Education 44:1, pages 105-118.
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Julia Sargent & Shrehan Lynch. (2021) ‘None of my other teachers know my face/emotions/thoughts’: digital technology and democratic assessment practices in higher education physical education. Technology, Pedagogy and Education 30:5, pages 693-705.
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Lars Bjørke, Øyvind Førland Standal & Kjersti Mordal Moen. (2021) ‘While we may lead a horse to water we cannot make him drink’: three physical education teachers’ professional growth through and beyond a prolonged participatory action research project. Sport, Education and Society 26:8, pages 889-902.
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Tristan L. Wallhead, Peter A. Hastie, Stephen Harvey & Shane Pill. (2021) Academics’ perspectives on the future of sport education. Physical Education and Sport Pedagogy 26:5, pages 533-548.
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Scott McNamara, Sean Healy & Justin Haegele. (2021) Use of Social Media for Professional Development by Physical Educators Who Teach Students with Disabilities. International Journal of Disability, Development and Education 68:5, pages 690-701.
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Sijia Xue, Xiao Hu, Xinli Chi & Jiangzhi Zhang. (2021) Building an online community of practice through WeChat for teacher professional learning. Professional Development in Education 47:4, pages 613-637.
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Yvonne Elisabeth Liljekvist, Ann-Christin Randahl, Jorryt van Bommel & Christina Olin-Scheller. (2021) Facebook for Professional Development: Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities. Scandinavian Journal of Educational Research 65:5, pages 723-735.
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Aspasia Dania & Linda L. Griffin. (2021) Using social network theory to explore a participatory action research collaboration through social media. Qualitative Research in Sport, Exercise and Health 13:1, pages 41-58.
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B. Hyndman, B. SueSee, N. McMaster, S. Harvey, R. Jefferson-Buchanan, V. Cruickshank, M. Barnes & S. Pill. (2020) Physical education across the international media: a five-year analysis. Sport, Education and Society 25:3, pages 274-291.
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Annick Willem, Vassil Girginov & Kristine Toohey. (2019) Governing bodies of sport as knowledge brokers in Sport-for-All communities of practice. Sport Management Review 22:5, pages 584-599.
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Carla Luguetti, Raquel Aranda, Oscar Nuñez Enriquez & Kimberly L. Oliver. (2019) Developing teachers’ pedagogical identities through a community of practice: learning to sustain the use of a student-centered inquiry as curriculum approach. Sport, Education and Society 24:8, pages 855-866.
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Javier Fernandez-Rio & Javier Bernabe-Martín. (2019) Facebook and sport education: mirroring the model at home to promote parental involvement. Sport, Education and Society 24:8, pages 814-827.
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Christopher J. Cushion & Robert C. Townsend. (2019) Technology-enhanced learning in coaching: a review of literature. Educational Review 71:5, pages 631-649.
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Alfonso García-Monge, Gustavo González-Calvo & Daniel Bores-García. (2019) ‘I like the idea but…’: the gap in participation in a virtual community of practice for analysing physical education. Open Learning: The Journal of Open, Distance and e-Learning 34:3, pages 257-272.
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Sarah Prestridge, Jo Tondeur & Anne T. Ottenbreit-Leftwich. (2019) Insights from ICT-expert teachers about the design of educational practice: the learning opportunities of social media. Technology, Pedagogy and Education 28:2, pages 157-172.
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Leigh Sperka & Eimear Enright. (2019) Network ethnography applied: understanding the evolving health and physical education knowledge landscape. Sport, Education and Society 24:2, pages 168-181.
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Carla Luguetti, Victoria Anne Goodyear & Mauro Henrique André. (2019) ‘That is like a 24 hours-day tournament!’: using social media to further an authentic sport experience within sport education. Sport, Education and Society 24:1, pages 78-91.
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Sitti Maesuri Patahuddin & Tracy Logan. (2019) Facebook as a mechanism for informal teacher professional learning in Indonesia. Teacher Development 23:1, pages 101-120.
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Victoria A. Goodyear, Ashley Casey & Mikael Quennerstedt. (2018) Social media as a tool for generating sustained and in-depth insights into sport and exercise practitioners’ ongoing practices. Qualitative Research in Sport, Exercise and Health 10:1, pages 1-16.
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Bernadette Mercieca & Nick Kelly. (2018) Early career teacher peer support through private groups in social media. Asia-Pacific Journal of Teacher Education 46:1, pages 61-77.
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Takahiro Sato & Justin A. Haegele. (2017) Professional development in adapted physical education with graduate web-based professional learning. Physical Education and Sport Pedagogy 22:6, pages 618-631.
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Jeffrey P. Carpenter & Julie Ellison Justice. (2017) Evaluating the Roles of Technology in the Global Read Aloud Project. Computers in the Schools 34:4, pages 284-303.
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Victoria A. Goodyear. (2017) Social media, apps and wearable technologies: navigating ethical dilemmas and procedures. Qualitative Research in Sport, Exercise and Health 9:3, pages 285-302.
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Victoria A. Goodyear. (2017) Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning. Research Quarterly for Exercise and Sport 88:1, pages 83-94.
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Melissa Parker, Kevin Patton & Mary O'Sullivan. (2016) Signature pedagogies in support of teachers’ professional learning. Irish Educational Studies 35:2, pages 137-153.
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Clive C. Pope. (2014) Seeking connection and coherence in sport pedagogy: minding gaps and contemplating a core. Sport, Education and Society 19:7, pages 959-965.
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Marta García-Tascón, Lourdes Meroño, María-José Maciá-Andreu, Lucía Abenza-Cano & Ana-María Gallardo. (2023) Perception of Sports Science Students in Higher Education on Basic Digital Competences: Spanish Case. Education Sciences 13:11, pages 1095.
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Diego Calderón-Garrido & Raquel Gil-Fernández. (2022) Pre-service Teachers' Use of General Social Networking Sites Linked to Current Scenarios: Nature and Characteristics. Technology, Knowledge and Learning 28:3, pages 1325-1349.
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Jiseung Yoo & Min Kyeong Kim. (2023) Using natural language processing to analyze elementary teachers’ mathematical pedagogical content knowledge in online community of practice. Contemporary Educational Technology 15:3, pages ep438.
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Caly Setiawan. (2023) Representing Physical Education in Social Media: A Summative Content Analysis of A School Subject Through Big Data Analytics. European Journal of Educational Research 12:2, pages 891-900.
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Yue Xu, Zhihua Yin, Haohui Liu, Mingzhu Sun, Zhen Guo & Bo Liu. (2023) Model Construction of Chinese Preservice Physical Education Teachers’ Perception of Social Media: A Grounded Theory Approach. International Journal of Environmental Research and Public Health 20:5, pages 3886.
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Johann Engelbrecht, Marcelo C. Borba & Gabriele Kaiser. (2023) Will we ever teach mathematics again in the way we used to before the pandemic?. ZDM – Mathematics Education 55:1, pages 1-16.
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Francisco José Montiel-Ruiz, María-del-Mar Sánchez-Vera & Isabel M. Solano-Fernández. (2023) Social networks and gamification in physical education: A case study. Contemporary Educational Technology 15:1, pages ep401.
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Helen Woodford, Jane Southcott & Maria Gindidis. (2023) Lurking with intent: Teacher purposeful learning using facebook. Teaching and Teacher Education 121, pages 103913.
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Scott McNamara, Kwok Ng & Sean Healy. (2022) Adapted Physical Educators’ Social Media Usage for Professional Learning. Frontiers in Education 7.
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Heidi J. Ferreira, Luiza Gonçalves & Melissa Parker. (2022) Physical Education Teachers’ Experiences of Nurturing a Community of Practice Online. Journal of Teaching in Physical Education, pages 1-10.
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Anqi Deng, Tan Zhang, Yubing Wang & Ang Chen. (2022) Learning to Teach Again: What Professional Development Approach Matters?. Journal of Teaching in Physical Education 41:1, pages 78-87.
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