Possibilities and challenges in teachers’ collegial learning

References

• Armour, K. M., and K. Makopoulou. 2008. Independent Evaluation of the National PE-CPD Programme- Final report. Loughborough University.
   Google Scholar
• Armour, K. M., and K. Makopoulou. 2012. “Great Expectations: Teacher Learning in a National Professional Development Programme.” Teaching and Teacher Education 28: 336–346.
   Web of Science ®Google Scholar
• Armour, K. M., K. Makopoulou, and F. C. Chambers. 2012. “Progression in PE Teachers’ Career-Long Professional Learning: Conceptual and Practical Concerns.” European Physical Education Review 18: 62–77.
   Web of Science ®Google Scholar
• Armour, K. M., and M. R. Yelling. 2007. “Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning.” Journal of Teaching in Physical Education 26(2): 177–200.
   Web of Science ®Google Scholar
• Bechtel, P. A., and M. O’Sullivan. 2006. “Chapter 2: Effective Professional Development – What We Now Know.” Journal of Teaching in Physical Education 25: 363–378.
   Web of Science ®Google Scholar
• Billett, S. 2002. “Workplace Pedagogic Practices: Co-Participation and Learning.” British Journal of Educational Studies 50(4): 457–481.
   Web of Science ®Google Scholar
• Bolam, R., and D. Weindling. 2006. Synthesis of Research and Evaluation Projects Concerned with Capacity-building Through Teachers’ Professional Development. London: General Teaching Council for England.
   Google Scholar
• Bolam, R., A. McMahon, L. Stoll, S. Thomas, and M. Wallace. 2005. Creating and Sustaining Effective Professional Learning Communities. Nottingham: Department for Education and Skills.
   Google Scholar
• Borko, H. 2004. “Professional Development and Teacher Learning: Mapping the Terrain.” Educational Researcher 33(8): 3–15.
   Google Scholar
• Chambers, F., K. Makopoulou, and K. Armour. 2008. “Towards a Theory–Practice Alchemy in Teacher Learning.” Paper presented in AIESEP, Besancon, May 2008.
   Google Scholar
• Charmaz, K. 2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage.
   Google Scholar
• Charmaz, K. 2005. “Grounded Theory in the 21st Century”. In The Handbook of Qualitative Research. 3rd ed., edited by N. K. Denzin and Y. S. Lincoln, 507–535. Thousand Oaks, CA: Sage Publication.
   Google Scholar
• Chrysos, M. D. 2000. “Government Policy on Teacher Evaluation in Greece. Revolutionary Change or Repetition of the Past?” Education Policy Analysis Archives 8(28).
   Google Scholar
• Clark, C. M. 2001. Talking Shop: Authentic Conversation and Teacher Learning. New York, NY: Teachers College Press.
   Google Scholar
• Cobb, P., K. McClain, T. Lamberg, and C. Dean. 2003. “Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District.” Educational Researcher 32(6): 13–24.
   Google Scholar
• Craft, A. 2000. Continuing Professional Development: A Practical Guide for Teachers and Schools. 2nd ed. London: Routledge.
   Google Scholar
• Darling-Hammond, L., and N. Richardson. 2009. “Teacher Learning: What Matters?” Educational Leadership 46–53.
   Google Scholar
• Darling-Hammond, L., R. Chung Wei, A. Andree, N. Richardson, and S. Orphanos. 2009. Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Stanford, CA: National Staff Development Council.
   Google Scholar
• Day, C., and J. Sachs. 2004. “Professionalism, Performativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Professional Development”. In International Handbook on the Continuing Professional Development of Teachers, edited by C. Day and Judyth Sachs, 3–32. Milton Keynes: Open University Press.
   Google Scholar
• Day, C., G. Stobart, P. Sammons, A. Kington, Q. Gu, R. Smees, and T. Mujtaba. 2006. Variations in Teachers’ Work, Lives and Effectiveness. Research Report RP743. London: DfES.
   Google Scholar
• Deglau, D., and M. O’Sullivan. 2006. “Chapter 3: The Effects of a Long-Term Professional Development Programme on the Beliefs and Practices of Experiences Teachers.” Journal of Teaching in Physical Education 25: 379–396.
   Web of Science ®Google Scholar
• Desimone, L. M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualisations and Measures.” Educational Researcher 38(3): 181–199.
   Web of Science ®Google Scholar
• Earl, L., and S. Katz. 2005. Learning form Networked Learning Communities: Key Features and Inevitable Tension. Nottingham: National College for School Leadership.
   Google Scholar
• Education Research Centre. 2006. The Greek Education System: Facts and Figures. Athens: Education Research Centre.
   Google Scholar
• Efimeris tis kuverniseos. 2002. Kathikonta kai armodiotites ton scolikon sumvoulwn se sxesi me tous ekpaideutikous. Arthro 9, arithmos fullou 1340. Athens, Efimeris tis kuverniseos.
   Google Scholar
• Eraut, M. 2000. “Non-formal Learning and Tacit Knowledge in Professional Work.” British Journal of Educational Psychology 70(1): 113–136.
   PubMed Web of Science ®Google Scholar
• Fishman, B. J., R. W. Marx, S. Best, and R. T. Tal. 2003. “Linking Teacher and Student Learning to Improve Professional Development in Systemic Reform.” Teaching and Teacher Education 19: 643–658.
   Web of Science ®Google Scholar
• Flyvbjerg, B. 2004. “Five Misunderstandings About Case Study Research.” In Qualitative Research Practice, edited by C. Seale, G. Gobo, J. F. Gubrium and D. Silverman, 420–434. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Fontana, A., and J. H. Frey. 2005. “The Interview from Structured Questions to Negotiated Text”. In Handbook of Qualitative Research. 3rd ed., edited by N. K. Denzin and Y. S. Lincoln. London: Sage Publications.
   Google Scholar
• Fuller, A., H. Hodkinson, P. Hodkinson, and L. Unwin. 2005. “Learning as Peripheral Participation in Communities of Practice. A Reassessment of Key Concepts in Workplace Learning.” British Educational Research Journal 31(1): 49–68.
   Web of Science ®Google Scholar
• Fuller, A., and L. Unwin. 2004. “Expansive Learning Environments: Integrating Personal and Organisational Development.” In Workplace Learning in Context, edited by H. Rainbird, A. Fuller and A. Munro. London: Routledge.
   Google Scholar
• Garet, M. S., A. C. Porter, L. Desimone, B. F. Birman, and K. S. Yoon. 2001. “What Makes Professional Development Effective? Results from a National Sample of Teachers.” American Educational Research Journal 38(4): 915–945.
   Web of Science ®Google Scholar
• General Teaching Council (GTC). 2007. A Personalised Approach to Continuing Professional Development. London: The General Teaching Council for England.
   Google Scholar
• Glaser, B. G., and A. L. Strauss. 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. New York, NY: Sociology Press.
   Google Scholar
• Goodall, J., C. Day, G. Lindsay, D. Muijs, and Al Harris. 2005. Evaluating the Impact of Continuing Professional Development (CPD). Nottingham: DfES Publications.
   Google Scholar
• Hargreaves, A. 1992. “Cultures of Teaching: A Focus for Change.” In Understanding Teacher Development, edited by A. Hargreaves and M. G. Fullan. London: Teachers College Press.
   Google Scholar
• Hargreaves, A. 2000. “Four Ages of Professionalism and Professional Learning.” Teaching and Teaching: History and Practice 6(2): 151–182.
   Google Scholar
• Hargreaves, D. H. 1999. “The Knowledge-creating School.” British Journal of Educational Studies 47(2): 122–144.
   Web of Science ®Google Scholar
• Harry, B., K. Sturges, and J. Klinger. 2005. “Mapping the Process: An Exemplar of Process and Challenge in Grounded Theory Analysis.” Educational Researcher 34(2): 3–13.
   Google Scholar
• Hodkinson, P., G. Ford, R. Hawthorn, and H. Hodkinson. 2007. Learning as Being: Working Paper 6. Leeds: Teaching and Learning Research Project.
   Google Scholar
• Hodson, D., and J. Hodson. 1998. “From Constructivism to Social Constructivism: a Vygotskian Perspective on Teaching and Learning Science.” School Science Review 79: 33–41.
   Google Scholar
• Horn, I. S., and J. W. Little. 2010. “Attending to Problems of Practice. Routines and Resources for Professional Learning in Teachers’ Workplace Interactions.” American Educational Research Journal 47(1): 181–217.
   Web of Science ®Google Scholar
• Johnson, D. W., and R. T. Johnson. 2009. “Energizing Learning: The Instructional Power of Conflict Energizing Learning: The Instructional Power of Conflict.” Educational Researcher 38: 37–51.
   Web of Science ®Google Scholar
• King, M. B. 2001. “Professional Development to Promote Schoolwide Inquiry.” Teaching and Teacher Education 18(3): 243–257.
   Web of Science ®Google Scholar
• Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
   Google Scholar
• Lieberman, A., and L. Miller. 2008. Teachers in Professional Communities: Improving Teaching and Learning. New York, NY: Teachers College Press.
   Google Scholar
• Lincoln, Y. S., and E. G. Guba. 1985. Naturalistic Inquiry. Beverly Hills, CA: Sage Publications.
   Google Scholar
• Little, J. W. 2004. “Looking at Student Work’ in the United States: A Case of Competing Impulses in Professional Development.” In International Handbook on the Continuing Professional Development of Teachers, edited by C. Day and J. Sachs, 94–118. Milton Keynes: Open University Press.
   Google Scholar
• Little, J. W. 2002. “Locating Learning in Teachers’ Communities of Practice. Opening Up Problems of Analysis in Records of Everyday Work.” Teaching and Teacher Education 18: 917–946.
   Web of Science ®Google Scholar
• Little, J. W. 1993. “The Persistence of Privacy: Autonomy and Initiative in Teachers’ Professional Relations.” Teachers College Record 91(3): 509–536.
   Google Scholar
• Lortie, D. 2002. Schoolteacher. 2nd ed. Chicago, IL: University of Chicago Press.
   Google Scholar
• Louis, K. S. 2006. “Changing the Culture of Schools: Professional Community, Organisational Learning and Trust.” Journal of School Leadership 16(5): 477–489.
   Google Scholar
• Makopoulou, K., and K. M. Armour. 2011. “Teachers’ Professional Learning in a European Learning Society: The Case of Physical Education.” Physical Education and Sport Pedagogy. 16(4): 417–433.
   Web of Science ®Google Scholar
• Mason, J. 2002. “Qualitative Interviewing: Asking, Listing and Interpreting.” In Qualitative Research in Action, edited by T. May, 225–241. London: Sage Publications.
   Google Scholar
• Maurogiorgos, G. 1996. Further Education for Teachers. [In Greek.] Athens: Ministry of Education and Religious Affairs.
   Google Scholar
• Nicholls, G. 1997. Collaborative Change in Education. London: Kogan Page.
   Google Scholar
• Nonaka, I., G. Von Krogh, and S. Voelpel. 2006. “Organisational Knowledge Creation Theory: Evolutionary Paths and Future Advances.” Organisational Studies 27(8): 1179–1208.
   Web of Science ®Google Scholar
• O’Connor, M. C. 1998. “Can We Trace the ‘Efficacy of Social Constructivism’?” Review of Research in Education 23: 25–71.
   Web of Science ®Google Scholar
• Omospondia Leitourgon Mesis Ekpaideusis (OLME). 2008. Oi Protaseis tou DS tis OLME gia tin epimorfosi ton ekpaideutikon: grammas to Ypourgeio Paideias, Athens: OLME.
   Google Scholar
• Organisation for Economic Cooperation and Development (OECD). 2005. Teachers Matter: Attracting, Developing and Retaining Effective Teachers – Final Report. Paris: OECD. Accessed November 2007. http://www.oecd.org.
   Google Scholar
• O’Sullivan, M. 2006. “Professional Lives of Irish Physical Education Teachers: Stories of Resilience, Respect and Resignation.” Physical Education and Sport Pedagogy 11(3): 265–284.
   Google Scholar
• O’Sullivan, M. 2007. “Creating and Sustaining Communities of Practice Among Physical Education Professionals”. Paper presented at the AIESEP-Lboro Specialist Seminar on PE-CPD, Loughborough, September 1–3.
   Google Scholar
• Parker, M. 1995. The Growth of Understanding: Beyond Individuals and Communities. Brookfield VT: Avebury.
   Google Scholar
• Parr, J., H. Timperley, P. Reddish, R. Jesson, and R. Adams. 2007. Literacy Professional Development Project: Identifying Effective Teaching and Professional Development Practices for Enhanced Student Learning. Wellington: New Zealand Ministry of Education.
   Google Scholar
• Patton, K., and L. L. Griffin. 2008. “Experiences and Patterns of Change in a Physical Education Teacher Development Project.” Journal of Teaching in Physical Education 27: 272–291.
   Web of Science ®Google Scholar
• Pedagogical Institute. 2003. “A Cross Thematic Curriculum Framework for Compulsory Education: Diathematikon programma.” http://www.pi-schools.gr/programs/depps/index_eng.php.
   Google Scholar
• Pedagogical Institute. 2009. Protasi gia tin epimorfosi ton ekpedeutikon. Athina: Pedagogiko Instituto.
   Google Scholar
• Peressini, D., H. Borko, L. Romagnano, E. Knuth, and C. Willis. 2004. “A Conceptual Framework for Learning to Teach Secondary Mathematics: a Situated Perspective.” Educational Studies in Mathematics 56: 67–96.
   Google Scholar
• Prestridge, S. 2009. ““Teachers’ Talk in Professional Development Activity that Supports Change in their ICT Pedagogical Beliefs and Practices.” Teacher Development 13(1): 43–55.
   Google Scholar
• Rapley, T. 2004. “Interviews.” In Qualitative Research Practice, edited by C. Seale, G. Gobo, J. F. Gubrium and D. Silverman, 15–33. London: Sage Publications.
   Google Scholar
• Rosenholtz, S. J. 1989. “Teacher Collaboration.” In Teachers’ Workplace. The Social Organisation of Schools, edited by S. J. Rosenholtz. New York, NY: Teachers College Press.
   Google Scholar
• Russell, T., and S. Bullock. 1999. “Discovering our Professional Knowledge as Teachers: Critical Dialogues about Learning from Experience”. In Researching Teaching, J. Loughran, 132–151. London: Falmer Press.
   Google Scholar
• Salomon, G., and D. N. Perkins. 1998. “Individual and Social Aspects of Learning.” Review of Research in Education 23: 1–24.
   Web of Science ®Google Scholar
• Senge, P. 1990. The Fifth Discipline: The Art and Practice of the Learning Organization. New York, NY: Doubleday.
   Google Scholar
• Schon, D. A. 1983. The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.
   Google Scholar
• Shulman, L. S. 2007. “Practical Wisdom in the Service of Professional Practice.” Educational Researcher 36(9): 560–563.
   Google Scholar
• Smyth, J. 1991. Teachers as Collaborative Learners: Challenging Dominant Forms of Supervision. Milton Keynes: Open University Press.
   Google Scholar
• Stake, R. E. 2005. “Case Studies”. In Handbook of Qualitative Research, 3rd ed., edited by N. K. Denzin and Y. S. Lincoln, 443–456. Thousand Oaks, CA: Sage.
   Google Scholar
• Stake, R. E., and D. Trumbull. 1982. “Naturalistic Generalizations.” Review Journal of Philosophy and Social Science 7(1): 1–12.
   Google Scholar
• Stoll, L., and K. S. Lewis. 2007. Professional Learning Communities. Milton Keynes: Open University Press).
   Google Scholar
• Stylianidou, F., G. Bagakis, and D. Stamovlasis. 2004. Attracting, Developing and Retaining Effective Teachers, OECD Activity. Athens: Education Research Centre.
   Google Scholar
• Templin, T. J. 1988. “Teacher Isolation: A Concern for the Collegial Development of Physical Educators.” Journal of Teaching in Physical Education 7: 197–205.
   Google Scholar
• Theodorakis, I., A. Tziamourtas, P. Natsis, and E. Kosmidou. n.d. Fysiki Agogi: Gymnasio. Athens: Organismos Ekdoseon Didaktikon Vivlion.
   Google Scholar
• Timperley, H. (2008). Teacher professional learning and development. Available from: UNESCO/International Academy of Education http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdf
   Google Scholar
• Toole, J. C., and K. S. Louis. 2002. “The Role of Professional Learning Communities in International Education.” In International Handbook of Educational Leadership and Administration, edited by K. A. Leithwood, J. Chapman, P. Corson, P. Hallinger and A. Hart. Dordrecht: Springer.
   Google Scholar
• Yin, R. K. 1994. Case Study Research: Design and Methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Paideias, Ypourgeio, Dia Viou Mathisis, and kai Thriskefmaton. 2011. Neo Sxoleio: Prota o Mathitis. Athens: Ypourgeio Paideias, Dia Viou Mathisis kai Thriskefmaton.
   Google Scholar
• Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. London: Harvard University Press.
   Google Scholar
• Wenger, E. 1998. Communities of Practice. Learning, Meaning and Identity. Cambridge: Cambridge University Press.
   Google Scholar
• WestEd. 2000. Teachers Who Learn Kids Who Achieve. A Look at Schools with Model Professional Development. San Francisco, CA: WestEd.
   Google Scholar