Physical education teachers' career-long professional learning: getting personal

References

• Adler , J. 2000 . Social practice theory and mathematics teacher education: a conversation between theory and practice . Nordic Mathematics Education Journal , 8 ( 3 ) : 31 – 53 .
   Google Scholar
• Armour , K. M. , Makopoulou , K. & Chambers , F. 2008 Progression in PE teachers' career-long professional learning: practical and conceptual concerns , paper presented at the American Educational Research Association Annual Meeting, New York, March.
   Google Scholar
• Armour , K. M. and Yelling , M. R. 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
• Barab , S. A. and Kirshner , D. 2001 . Guest editors’ introduction: rethinking methodology in the learning sciences . Journal of the Learning Sciences , 10 ( 1 ) : 5 – 15 .
   Google Scholar
• Beijaard , D. , Korthagen , F. and Verloop , N. 2007 . Editorial: understanding how teachers learn as a prerequisite for promoting teacher learning . Teachers and Teaching: Theory and Practice , 13 ( 2 ) : 105 – 108 .
   Google Scholar
• Billett , S. 2001 . Co-participation: affordance and engagement at work . New Directions for Adult and Continuing Education , 92 : 63 – 72 .
   Google Scholar
• Billett , S. 2008 . Learning throughout working life: a relational interdependence between social and individual agency . British Journal of Education Studies , 55 ( 1 ) : 39 – 58 .
   Web of Science ®Google Scholar
• Billett , S. & Pavlova , M. 2003 Learning through working life: individuals’ agentic action, subjectivity and participation at work . Available online at: http://www98.griffith.edu.au/dspace/bitstream/10072/1678/1/CLWRworkinglife.pdf (accessed 20 February 2004).
   Google Scholar
• Billett , S. and Somerville , M. 2004 . Transformations at work: identity and learning . Studies in Continuing Education , 26 ( 2 ) : 309 – 326 .
   Google Scholar
• Bolam , R. and McMahon , A. 2004 . “ Literature, definitions and models: towards a conceptual map ” . In International handbook on the continuing professional development of teachers , Edited by: Day , C. and Sachs , J. 33 – 64 . Oxford : Open University Press .
   Google Scholar
• Borko , H. 2004 . Professional development and teacher learning: mapping the terrain . Educational Researcher , 33 ( 8 ) : 3 – 15 .
   Google Scholar
• Charmaz , K. 2005 . “ Grounded theory in the 21st century ” . In The handbook of qualitative research , 3rd edn , Edited by: Denzin , N. K. and Lincoln , Y. S. 507 – 535 . Thousand Oaks, CA : Sage .
   Google Scholar
• Charmaz , K. 2006 . Constructing grounded theory: a practical guide through qualitative analysis , London : Sage .
   Google Scholar
• Chitpin , S. and Evers , C. W. 2005 . Teacher professional development as knowledge building: a Popperian analysis . Teachers and Teaching , 1 ( 4 ) : 419 – 433 .
   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 . Available online at: www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ612360 (accessed 5 March 2005).
   Google Scholar
• Claxton , G. 2002 . “ Education for the learning age: a sociocultural approach to learning to learn ” . In Learning for life in the 21st century , Edited by: Wells , G. and Claxton , G. 21 – 33 . Oxford : Blackwell .
   Google Scholar
• Claxton , G. and Carr , M. 2004 . A framework for teaching learning: the dynamics of disposition . Early Years , 24 ( 1 ) : 87 – 97 .
   Google Scholar
• Cochran-Smith , M. 2005 . The new teacher education: for better or for worst? . Educational Research , 34 ( 7 ) : 3 – 17 .
   Google Scholar
• Colley , H. , Hodkinson , P. and Malcom , J. 2003 . Informality and formality in learning: a report for the Learning and Skills Research Centre , London : Learning and Skills Research Centre .
   Google Scholar
• Craft , A. 2000 . Continuing professional development: a practical guide for teachers and schools , 2nd edn , London : Routledge .
   Google Scholar
• Darling-Hammond , L. 2000 Teacher quality and student achievement: a review of state policy evidence , The Education Policy Analysis Archives 8 1 . Available online at: http://epaa.asu.edu/ojs/article/view/392/515 (accessed 20 April 2003).
   Google Scholar
• Darling-Hammond , L. 2006 . Securing the right to learn: policy and practice for powerful teaching and learning . Educational Researcher , 35 ( 7 ) : 13 – 24 .
   Google Scholar
• Day , C. 1993 . Reflection: a necessary but not sufficient condition for professional development . British Educational Research Journal , 19 ( 1 ) : 83 – 93 .
   Google Scholar
• Day , C. 1999 . Developing teachers: the challenges of lifelong learning , London : Falmer Press .
   Google Scholar
• Day , C. 2002 . The challenge to be the best: reckless curiosity and mischievous motivation . Teachers and Teaching: Theory and Practice , 8 ( 3/4 ) : 421 – 434 .
   Google Scholar
• Day , C. and Leitch , R. 2007 . “ The continuing professional development of teachers: issues of coherence, cohesion and effectiveness ” . In International handbook of school effectiveness and improvement , Edited by: Townsend , T. 707 – 726 . The Netherlands : Springer .
   Google Scholar
• Day , C. and Sachs , J. 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: Day , C. and Sachs , J. 3 – 32 . Oxford : Open University Press .
   Google Scholar
• Day , C. , Stobart , G. , Sammons , P. , Kington , A. , Gu , Q. , Smees , R. and Mujtaba , T. 2006 . Variations in teachers' work, lives and effectiveness , London : DfES . DfES Research Report RP743
   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
• Education Research Centre 2006 The Greek education system: facts and figures Education Research Centre , Athens .
   Google Scholar
• Efimeris tis kyverniseos 2002 Teachers' further education . (in Greek) (paper 6, number 24) , Efimeris tis kyverniseos , Athens .
   Google Scholar
• Elmore , F. R. 2002 . Bridging the gap between standards and achievement: the imperative for professional development in education , New York : Albert Shanker Institute .
   Google Scholar
• European Commission 2001 Communication from the commission: making a European area of lifelong learning a reality Office for Official Publications of the European Communities , Brussels .
   Google Scholar
• European Commission 2008 European qualifications framework for lifelong learning Office for Official Publications of the European Communities , Luxembourg .
   Google Scholar
• Flyvbjerg , B. 2004 . “ Five misunderstandings about case study research ” . In Qualitative research practice , Edited by: Seale , C. , Gobo , G. , Gubrium , J. F. and Silverman , D. 420 – 434 . Thousand Oaks, CA : Sage .
   Google Scholar
• Fontana , A. & Frey , J. H. 2000 The interview from structured questions to negotiated text , in : N. K. Denzin & Y. S. Lincoln Handbook of qualitative research 2nd edn Sage , Thousand Oaks .
   Google Scholar
• Fuller , A. and Unwin , L. 2004 . “ Expansive learning environments: integrating personal and organisational development ” . In Workplace learning in context , Edited by: Rainbird , H. , Fuller , A. and Munro , A. London : Routledge .
   Google Scholar
• Fuller , A. Unwin , L. Bishop , D. Felstead , A. Jewson , N. Kakavelakis , K. Lee , T. 2006 Situated learning in context: an exploration of the factors influencing workplace learning and ‘knowing’ in contrasting organisations . Keynote symposium at the British Education Research Annual Meeting, Warwick, September .
   Google Scholar
• Garet , M. S. , Porter , A. C. , Desimone , L. , Birman , B. F. and Yoon , K. S. 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 2007 A personalised approach to continuing professional development The General Teaching Council for England , London .
   Google Scholar
• Glaser , B. G. and Strauss , A. L. 1967 . The discovery of grounded theory: strategies for qualitative research , New York : Sociology Press .
   Google Scholar
• Goodson , I. F. 1992 . “ Sponsoring the teacher's voice: teachers' lives and teacher development ” . In Understanding teacher development , Edited by: Hargreaves , A. and Fullan , M. G. 110 – 121 . London : Teachers College Press .
   Google Scholar
• Greeno, J. G. and the Middle School Mathematics Through Applications Project Group 1998 The situativity of knowing, learning, and research , American Psychologist 53 1 , 5 – 26
   Web of Science ®Google Scholar
• Groundwater-Smith , S. and Dadds , M. 2004 . “ Critical practitioner inquiry: towards responsible professional communities of practice ” . In International handbook on the continuing professional development of teachers , Edited by: Day , C. and Sachs , J. 238 – 263 . Oxford : Open University Press .
   Google Scholar
• Gu , Q. and Day , C. 2007 . Teachers resilience: a necessary condition for effectiveness . Teaching and Teacher Education , 23 : 1302 – 1316 .
   Web of Science ®Google Scholar
• Hanks , W. F. 1991 . “ Foreword ” . In Situated learning: legitimate peripheral participation , Edited by: Lave , J. and Wenger , E. Cambridge : Cambridge University Press .
   Google Scholar
• Harry , B. , Sturges , K. and Klinger , J. 2005 . Mapping the process: an exemplar of process and challenge in grounded theory analysis . Educational Researcher , 34 ( 2 ) : 3 – 13 .
   Google Scholar
• Hatzidimou , D. X. and Stravakou , P. A. 2003 . PEK as an avenue for structured further education for teachers and their contribution to teaching practice (in Greek) , Athens : Kyriakidis Publications .
   Google Scholar
• Hodkinson , P. and Hodkinson , H. 2003 . Individuals, communities of practice and the policy context: school teachers' learning in their workplace . Studies in Continuing Education , 25 ( 1 ) : 3 – 21 .
   Google Scholar
• Hodkinson , H. and Hodkinson , P. 2005 . Improving schoolteachers' workplace learning . Research Papers in Education , 20 ( 2 ) : 109 – 131 .
   Google Scholar
• Holstein , J. A. and Gubrium , J. F. 1995 . The active interview , Thousand Oaks, CA : Sage .
   Google Scholar
• Huberman , M. 1992 . “ Teacher development and instructional mastery ” . In Understanding teacher development , Edited by: Hargreaves , A. and Fullan , M. G. 122 – 142 . London : Teachers College Press .
   Google Scholar
• Huberman , M. 1995 . The lives of teachers , London : Cassell .
   Google Scholar
• John , P. D. and Gravani , M. N. 2005 . Evaluating a ‘new’ in-service professional development programme in Greece: the experiences of tutors and teachers . Journal of In-Service Education , 1 ( 1 ) : 105 – 130 .
   Google Scholar
• King , M. B. and Newman , F. M. 2001 . Building school capacity through professional development: conceptual and empirical considerations . International Journal of Educational Management , 15 ( 2 ) : 86 – 93 .
   Google Scholar
• Korthagen , F. A. J. , Kessels , J. , Koster , B. , Lagerwerf , B. and Wubbels , T. 2001 . Linking practice and theory: the pedagogy of realistic teacher education , Mahwah, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Korthagen , F. A. J. and Vasalos , A. 2005 . Levels in reflection: core reflection as a means to enhance professional growth . Teachers and Teaching: Theory and Practice , 11 ( 1 ) : 47 – 71 .
   Google Scholar
• Kotsira , A. 2005 . Mapping the educational system at the level of school units (in Greek) , Athens : Centre for Educational Research .
   Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning: legitimate peripheral participation , Cambridge, Cambridge University Press .
   Google Scholar
• Leu , E. & Price-Rom , A. 2006 Quality of education and teacher learning: a review of the literature . Academy for Educational Development. Available online at: http://www.equip123.net/docs/E1-QualityEdLitReview.pdf (accessed 20 June 2008).
   Google Scholar
• Little , J. W. 1993 . Teachers' professional development in a climate of educational reform . Educational Evaluation and Policy Analysis , 15 ( 2 ) : 129 – 151 .
   Web of Science ®Google Scholar
• Lortie , D. 2002 . Schoolteacher , 2nd edn , Chicago : University of Chicago Press .
   Google Scholar
• Mason , J. 2002 . “ Qualitative interviewing: asking, listening and interpreting ” . In Qualitative research in action , Edited by: May , T. 225 – 241 . London : Sage .
   Google Scholar
• Maurogiorgos , G. 1996 . Further education for teachers (in Greek) , Athens : Ministry of Education and Religious Affairs .
   Google Scholar
• National report of Greece 2004 Fourty-seventh session of the International Conference on Education , Geneva, 11–14 September.
   Google Scholar
• OECD 2005 Teachers matter: attracting, developing and retaining effective teachers—final report OECD , Paris .
   Google Scholar
• Peressini , D. , Borko , H. , Romagnano , L. , Knuth , E. and Willis , C. 2004 . A conceptual framework for learning to teach secondary mathematics: a situative perspective . Educational Studies in Mathematics , 56 : 67 – 96 .
   Google Scholar
• Putnam , R. T. and Borko , H. 2000 . What do new views of knowledge and thinking have to say about research on teacher learning? . Educational Researcher , 29 ( 1 ) : 4 – 15 .
   Google Scholar
• Rapley , T. 2004 . “ Interviews ” . In Qualitative research practice , Edited by: Seale , C. , Gobo , G. , Gubrium , J. F. and Silverman , D. 15 – 33 . London : Sage .
   Google Scholar
• Rosenholtz , S. J. 1989 . Teachers' workplace: the social organisation of schools , London : Teachers College Press .
   Google Scholar
• Sammons , P. , Day , C. , Kington , A. , Gu , Q. , Stobart , G. and Smees , R. 2007 . Exploring variations in teachers' work lives and their effects on pupils: key findings and implications from a longitudinal mixed-method study . British Educational Research Journal , 33 ( 5 ) : 681 – 701 .
   Web of Science ®Google Scholar
• Sfard , A. 1998 . On two metaphors for learning and the danger of choosing just one . Educational Researcher , 27 ( 2 ) : 4 – 13 .
   Google Scholar
• Stake , R. E. 2000 . “ The case study method in social inquiry ” . In Case study method: key issues, key texts , Edited by: Gomm , R. , Hammersley , M. and Foster , P. 19 – 26 . London : Sage .
   Google Scholar
• Stake , R. E. 2005 . “ Case studies ” . In Handbook of qualitative research , 3rd edn , Edited by: Denzin , N. K. and Lincoln , Y. S. 443 – 456 . Thousand Oaks, CA : Sage .
   Google Scholar
• Stylianidou , F. , Bagakis , G. and Stamovlasis , D. 2004 . Attracting, developing and retaining effective teachers, OECD activity , Athens : Education Research Centre .
   Google Scholar
• Surgrue , C. 2004 . “ Rhetoric and realities of CPD across Europe: from cacophony towards coherence? ” . In International handbook on the continuing professional development of teachers , Edited by: Day , C. and Sachs , J. 67 – 93 . Oxford : Open University Press .
   Google Scholar
• Wellington , J. 2000 . Educational research—contemporary issues and practical approaches , London : Continuum .
   Google Scholar
• Wenger , E. 1998 . Communities of practice: learning, meaning and identity , Cambridge : Cambridge University Press .
   Google Scholar
• Wenglinsky , H. 2002 . How schools matter: the link between teacher classroom practices and student academic performance . Education Policy Analysis Archives , 10 ( 12 )
   Google Scholar
• Wilson , S. M. and Berne , J. 1999 . Teacher learning and the acquisition of professional knowledge: an examination of research on contemporary professional development . Review of Research in Education , 24 : 173 – 209 .
   Web of Science ®Google Scholar
• Yin , R. K. 1994 . Case study research: design and methods , 2nd edn , Thousand Oaks, CA : Sage .
   Google Scholar