The perceived needs of teacher educators as they strive to implement curriculum change

References

• Bryman, A. (2012). Social research methods (4th ed.). New York: Oxford University.
   Google Scholar
• Charmaz, K. (2014). Constructing grounded theory. London: Sage.
   Google Scholar
• City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education (Vol. 30). Cambridge, MA: Harvard Education Press.
   Google Scholar
• Connolly, M., & Seymour, E. (2015). Why theories of change matter. Wisconsin Center for Education Research. http://www.wcer.wisc.edu/publications/workingPapers/papers.php
   Google Scholar
• Czerniawski, G., MacPhail, A., Vanassche, E., Ulvik, M., Guberman, A., Oolbekkink-Marchand, H., & Bain, Y. (2021). Researching the professional learning needs of teacher educators: Results from international research. In R. Vanderlinde, K. Smith, J. Murray, & M. Lunenberg (Eds.), Teacher educators and their professional development (pp. 28–42). Oxon: Routledge.
   Google Scholar
• Department of Education and Skills (DES). (2019). Circular letter 0055/2019 Author.
   Google Scholar
• DuFour, R. (2004). What is a” professional learning community"? Educational Leadership, 61(8), 6–11.
   Web of Science ®Google Scholar
• DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing students achievement. Bloomington, IN: Solution Tree.
   Google Scholar
• Elmore, R. F. (2004). School reform from the inside out: Policy, practice, and performance. Cambridge, MA: Harvard Education Press.
   Google Scholar
• European Commission. (2013). Supporting teacher educators for better learning outcomes. Author.
   Google Scholar
• Fullan, M. (2007). Change theory as a force for school improvement (intelligent leadership). (pp. 27–39). Dordrecht: Springer.
   Google Scholar
• Fullan, M. (2016). The new meaning of educational change (Fifth ed.). New York: Teachers College Press.
   Google Scholar
• Honig, M. (2006). Complexity and policy implementation. New directions in education policy implementation: Confronting complexity, Vol. 63, 1–25.
   Google Scholar
• Hord, S. M. (2004). Learning together, leading together: Changing schools through professional learning communities. New York: Teachers College Press.
   Google Scholar
• Jin, A. J. (2013). Physical education curriculum reform in China: A perspective from physical education teachers. Physical Education and Sport Pedagogy, 18(1), 15–27. doi:https://doi.org/10.1080/17408989.2011.623231
   Web of Science ®Google Scholar
• Lieberman, A., & Miller, L. (2008). Teachers in professional communities: Improving teaching and learning. New York: Teachers College Press.
   Google Scholar
• Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283.
   Web of Science ®Google Scholar
• Lynch, T. (2014). Australian curriculum reform II: Health and physical education. European Physical Education Review, 20(4), 508–524. doi:https://doi.org/10.1177/1356336(14535166
   Web of Science ®Google Scholar
• MacLean, J., Mulholland, R., Gray, S., & Horrell, A. (2015). Enabling curriculum change in physical education: The interplay between policy constructors and practitioners. Physical Education and Sport Pedagogy, 20(1), 79–96. doi:https://doi.org/10.1080/17408989.2013.798406
   Web of Science ®Google Scholar
• McLaughlin, M. W. (1990). The Rand change agent study revisited: Macro perspectives and micro realities. Educational Researcher, 19(9), 11–16.
   Google Scholar
• McNamara, O., Murray, J., & Jones, M. (2014). Workplace learning in teacher education: International practice and policy. New York: Springer.
   Google Scholar
• Mordal-Moen, K., & Green, K. (2014). Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society, 19(4), 415–434.
   Web of Science ®Google Scholar
• National Council for Curriculum and Assessment (NCCA). (2017). Junior cycle wellbeing guidelines. Author.
   Google Scholar
• Olson, J. K. (1977). Teacher education and curriculum change: Reexamining the relationship. Curriculum Inquiry, 7(1), 61–66.
   Web of Science ®Google Scholar
• Peck, C. A., Gallucci, C., Sloan, T., & Lippincott, A. (2009). Organizational learning and program renewal in teacher education: A socio-cultural theory of learning, innovation and change. Educational Research Review, 4(1), 16–25.
   Web of Science ®Google Scholar
• Scanlon, D., MacPhail, A., & Calderón, A. (2019). Original intentions and unintended consequences: The ‘contentious’ role of assessment in the development of Leaving Certificate Physical Education in Ireland. Curriculum Studies in Health and Physical Education, 10(1), 71–90.
   Google Scholar
• Senge, P. M. (1990). The art and practice of the learning organization. New York: Doubleday.
   Google Scholar
• Smyth, E. (2015). Learning in focus: Wellbeing and school experiences among 9-13 year olds: Insights from the growing up in Ireland study. Dublin: Economic & Social Research Institute (ESRI)/ National Council for Curriculum and Assessment (NCCA).
   Google Scholar
• Taguma, M., & Barrera, M. (2019). OECD future of education and skills 2030: Curriculum analysis. OECD.
   Google Scholar
• Weed, M. (2009). Research quality considerations for grounded theory research in sport & exercise psychology. Psychology of Sport and Exercise, 10(5), 502–510.
   Web of Science ®Google Scholar
• Whittle, R., & MacPhail, A. (2020). The PE school curriculum challenge: The shared construction implementation and enactment of school physical education. In A. MacPhail & H. A. Lawson (Eds.), School physical education and teacher education; collaborative redesign for the twenty-first century (pp. 103–115). Oxon: Routledge.
   Google Scholar