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Professional Development in Education Volume 50, 2024 - Issue 4
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Article

The role of the critical friend in supporting and enhancing professional learning and development

Ann MacPhaila Department of Physical Education and Sport Sciences, University of Limerick, Limerick, IrelandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1875-0582
ORCID Icon,
Deborah Tannehilla Department of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland
&
Rebecca Atamanb School of Physical and Occupational Therapy, Faculty of Medicine, McGill University, Montreal, Quebec, Canada and Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain
Pages 597-610 | Received 21 Jul 2020, Accepted 18 Dec 2020, Published online: 31 Jan 2021

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Read on this site (11)

Daron Benjamin Loo & Jariya Sairattanain. (2024) My students hardly speak English, do I still need to decolonise my teaching practice? A dialogue with a critical friend. English in Education 58:1, pages 23-30.
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Brenda M. Capobianco, Veronica McCauley & Paul Flynn. (2023) The influence of critical friendships on secondary student teachers engaged in collaborative action research. Educational Action Research 0:0, pages 1-26.
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Carla Valério, Cláudio Farias & Isabel Mesquita. (2023) Challenges in creating value in the pre-service teachers’ journey from learning to implementing student-centred approaches: an ethnographic study along a two-year PETE. Sport, Education and Society 0:0, pages 1-15.
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Carla Valério, Cláudio Farias & Isabel Mesquita. (2022) Becoming an ethnographer in a Physical Education Teacher Education culture: a challenging self-knowledge journey. Sport, Education and Society 27:9, pages 1035-1046.
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Alexandra Youmans & Lorraine Godden. (2022) The coalition model for professional development. Teachers and Teaching 28:3, pages 284-300.
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Charlotte Frambaugh-Kritzer & Elizabeth Petroelje Stolle. Leveraging Artificial Intelligence (AI) As a Critical Friend: The Affordances and Limitations. Studying Teacher Education 0:0, pages 1-24.
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Dylan Scanlon, Maura Coulter, Kellie Baker & Deborah Tannehill. The enactment of the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach in physical education teacher education: Teacher educators’ and pre-service teachers’ perspectives. Physical Education and Sport Pedagogy 0:0, pages 1-17.
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Ciaran O’Carroll & Dylan Scanlon. An outdoor educator’s self-study of enacting a pedagogical model for outdoor adventure education to facilitate affective learning experiences. Physical Education and Sport Pedagogy 0:0, pages 1-16.
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Nicola Haskins, Marié-Heleen Coetzee & Marth Munro. Moving Memories: Shifting the Locus of Enunciation in Choreographic Composition. Journal of Dance Education 0:0, pages 1-16.
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Shelley B. Wepner, William A. Henk & Nora Broege. Critical friend mentoring: strategic sounding boards for academic deans. Mentoring & Tutoring: Partnership in Learning 0:0, pages 1-22.
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Dylan Scanlon, Alex Becky, Jordan Wintle & Mats Hordvik. ‘Weak’ physical education teacher education practice: co-constructing features of meaningful physical education with pre-service teachers. Sport, Education and Society 0:0, pages 1-16.
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Articles from other publishers (5)

Magali Descoeudres. (2024) The influence of past experiences on the activity of tutor teachers in training. Frontiers in Education 9.
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Joel Wester, Andreas Brännström, Juan Carlos Nieves & Niels van Berkel. (2023) “You've Got a Friend in Me”: A Formal Understanding of the Critical Friend Agent. “You've Got a Friend in Me”: A Formal Understanding of the Critical Friend Agent.
Magali Descoeudres. (2023) The Collective Dimension in the Activity of Physical Education Student-Teachers to Cope with Emotionally Significant Situations. Education Sciences 13:5, pages 437.
Crossref
Kathryn Coleman. 2023. The Educational Turn. The Educational Turn 9 22 .
Fiona McHale, Kwok Ng, Dylan Scanlon, Jemima Cooper, Caera Grady, Catherine Norton, Donal O’Shea & Catherine Woods. (2022) Implementation evaluation of an Irish secondary-level whole school programme: a qualitative inquiry. Health Promotion International 37:5.
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