Collaborative continuing professional development in Physical Education
an introduction
DOI:
https://doi.org/10.22456/1982-8918.127919Keywords:
Staff development, Teachers, Physical Education, LearningAbstract
Collaborative practices in Physical Education continuing professional development (PE-CPD) have been increasingly recognized due to evident benefits for teachers and students. In introducing this special issue, this paper aims to extend and deepen conversations among scholars about the collaborative practices in PE-CPD. Co-designed as a two-year project about collaborative practices, this special issue pursued collaboration through solidarity, knowledge sharing, and negotiation of challenges in internationalised research. Researchers from Brazil, Australia, Canada, Ireland, Portugal, New Zealand, the U.S., and Turkey worked in six groups to explore four themes: (a) types of collaborative PE-CPD, (b) facilitation of PE-CPD, (c) innovative methodologies and, (d) the development of collaborative experiences. In this special issue, we highlight the opportunities and inputs that might improve the research and experiences of those who form, conceive, and participate in collaborative PE-CPD programs around the world.
Downloads
References
BEAUDOIN, Sylvie; TURCOTTE, Sylvain; GIGNAC, Catherine. Dans la « boite noire » de la démarche d’analyse conjointe des données: les processus de collaboration entre les acteurs d’une recherche-action-formation. Recherches Qualitatives, v. 37, n. 2, p. 61-83, 2018. Disponível em: https://www.erudit.org/fr/revues/rechqual/2018-v37-n2-rechqual04014/1052108ar/. Acesso em: 10 fev., 2020.
BORGES, Cecilia et al. Collaboration entre chercheurs et praticiens dans le cadre du projet Saines habitudes de vie – éducation physique et à la santé (SHV-ÉPS). Éducation et Socialisation, v. 45, p. 1-19, 2017. Disponível em: https://doi.org/10.4000/edso.2587. Acesso em: 10 fev., 2020.
BORGES, Cecilia; LESSARD, Claude. Qu’arrive-t-il quand la collaboration enseignante devient une norme? In.: TARDIF, Maurice; MARCEL, Jean-François; DUPRIEZ, Vincent; PÉRISSET-BAGNOUD, Danièle. Coordonner, collaborer, coopérer. Bruxelles: De Boeck, 2007. p. 61-74.
BRASIL, Vinícius Zeilmann et al. A trajetória de vida do treinador esportivo: as situações de aprendizagem em contexto informal. Movimento, v. 21, n. 3, p. 815-829, 2015. DOI: https://doi.org/10.22456/1982-8918.50773.
CARON, Josianne; PORTELANCE, Liliane. La collaboration entre chercheuse et praticiens dans un groupe de codéveloppement professionnel. Éducation et Socialisation, v.45, p.1-16, 2017. DOI: https://doi.org/10.4000/edso.2555
CORDINGLEY, Philippa et al. Developing great teaching: lessons from the international reviews into effective professional development. London: Teacher Development Trust. 2015. Disponível em: https://tdtrust.org/wp-content/uploads/2015/10/DGT-Summary.pdf. Acesso em: 14 jul., 2020
CORDINGLEY, Philippa et al. The impact of collaborative CPD on classroom teaching and learning. In: RESEARCH EVIDENCE IN EDUCATION LIBRARY. London: EPPI-Centre,
Social Science Research Unit, Institute of Education, 2003. Disponível em: http://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/CPD_rv1.pdf. Acesso em: 14 jul., 2020
COSTA FILHO, Roraima Alves da; BENI, Stephanie; AUBIN, Anne-Sophie; IAOCHITE, Roberto Tadeu; FLETCHER, Tim; BORGES, Cecilia. Tipos de desenvolvimento profissional colaborativo contínuo em Educação Física: um diálogo. Movimento, v. 28, p. e28064, 2022. DOI: https://doi.org/10.22456/1982-8918.127398
DAY, Christopher; SACHS, Judith. Professionalism, performativity and empowerment: discourses in the politics, polices and purposes as CPD. In: DAY, Christopher; SACHS, Judith. International Handbook on the CPD of Teachers. Maidenhead: Open University Press, 2004. p. 3-32.
DEGLAU, Dena; O’SULLIVAN, Mary. Chapter 3: The effects of a long-term professional development program on the beliefs and practices of experienced teachers. Journal of Teaching in Physical Education, v. 25, n. 4, p. 379–396, 2006. Disponível em: https://journals.humankinetics.com/view/journals/jtpe/25/4/article-p379.xml. Acesso em: 14 jul., 2020
DESGAGNÉ, Serge.; BEBNARZT, Nadine. Médiation entre recherche et pratique en éducation: faire de la recherche “avec” plutôt que “sur” les praticiens Revue des Sciences de L’éducation, v. 31, n. 2, p. 245-258, 2005. DOI: https://doi.org/10.7202/012754ar
DESGAGNÉ, Serge et al. L’approche collaborative de recherche en éducation: un rapport nouveau à établir entre recherche et formation. Revue des Sciences de L’éducation, v. 27, n.1, p. 33-64, 2001. DOI: https://doi.org/10.7202/000305ar
DIONNE, Liliane. La collaboration entre collègues comme mode de développement professionnel chez l’enseignant: une étude de cas. Thèse (Doctorate n Éducation). Montréal, Université du Québec à Montréal, 2003. Disponível em: https://archipel.uqam.ca/3725/1/D1045.pdf. Acesso em: 14 jul., 2020.
DUMOULIN, Marie-Josée et al. L’approche de codéveloppement professionnel pour la formation des enseignants associés: un défi de posture? In: VANDERCLEYEN, François; L’HOSTIE, Monique; DUMOULIN, Marie-Josée. Le groupe de codéveloppement professionnel pour former à l’accompagnement de stagiaires: conditions, enjeux et perspectives. Canada : Presses de l’Université du Québec, 2019. p. 101-123.
FERREIRA, Heidi Jancer; GONÇALVES, Luiza Lana; PARKER, Melissa. Physical Education Teachers’ Experiences of Nurturing a Learning Community Online. Journal of Teaching in Physical Education, (Ahead of Print). 2022, DOI: https://doi.org/10.1123/jtpe.2021-0305
FERREIRA, Heidi Jancer; PATTON, Kevin; PARKER, Melissa. Do isolamento à colaboração: desenvolvimento de uma comunidade de professores de Educação Física em tempos de pandemia. Movimento, v. 28, p. e28067, 2022. DOI: https://doi.org/10.22456/1982-8918.127470
FERREIRA, Janaína da Silva; SOUZA NETO, Samuel de; BATISTA, Paula Maria Fazendeiro. Desenvolvimento do conhecimento profissional docente no seio de práticas colaborativas: um estudo no contexto de um programa de formação de professores. Movimento, v. 28, p. e28068, 2022. DOI: https://doi.org/10.22456/1982-8918.127534
FIORENTINI, Dario; CRECCI, Vanessa. Desenvolvimento profissional docente: um termo guarda-chuva ou um novo sentido à formação?! Formação Docente, v. 5, n. 8, p. 11–23, 2013. Disponível em: https://revformacaodocente.com.br/index.php/rbpfp/article/view/74 Acesso em: 20 jul. 20, 2021.
GONÇALVES, Luiza Lana; PARKER, Melissa; LUGUETTI, Carla; CARBINATTO, Michele. The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community. Sport, Education and Society, v. 27, n. 3, p. 272-285, 2022a. Disponível em: https://doi.org/10.1080/13573322.2020.1825371. Acesso em: 20 jun., 2022.
GONÇALVES, Luiza Lana; PARKER, Melissa; LUGUETTI, Carla; CARBINATTO, Michele. ‘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, v. 27, n. 4, p. 339-352, 2022b. Disponível em: https://doi.org/10.1080/17408989.2021.1891212 Acesso em: 20 jun., 2022.
GROSSMAN, Pam; WINEBURG, Sam; WOOLWORTH, Stephen. Teachers College Record. The Teachers College Record, v. 103, p. 942–1012, 2001.
HARGREAVES, Andy; O’CONNOR, Michael T. Cultures of professional collaboration: their origins and opponents. Journal of Professional Capital and Community, v. 2, n. 2, p. 74–85, 2017. DOI: https://doi.org/10.1108/JPCC-02-2017-0004
HUNUK, Deniz.; INCE, Mustafa Levent; TANNEHILL, Deborah. Developing teachers’ health-related fitness knowledge through a community of practice. European Physical Education Review, v. 19, n. 1, p. 1–18, 2013. DOI: https://doi.org/10.1177/1356336X12450769
KEAY, Jeanne. Collaborative learning in physical education teachers’ early-career professional development. Physical Education and Sport Pedagogy, v. 11, n. 3, p. 285-305, 2006. DOI: https://doi.org/10.1080/17408980600986322
KENNEDY, Aileen. Models of Continuing Professional Development: A framework for analysis. Professional Development in Education, v. 40, n. 3, p. 336–351, 2014. DOI: https://doi.org/10.1080/19415257.2014.929293
LAVE, Jean; WENGER, Etienne. Situated learning: legitimate peripheral participation. Cambridge, UK: Cambridge University Press, 1991.
LECLERC, Chantal.; BOURRASSA, Bruno; PICARD, France.; CORCY, François. Du groupe focalisé à la recherche collaborative : avantages, défis et stratégies. Recherches Qualitatives, v. 29, n. 3, p. 145-167, 2011. Disponível em: http://www.recherche-qualitative.qc.ca/documents/files/revue/edition_reguliere/numero29%283%29/RQ_29%283%29_Leclerc_et_al.pdf. Acesso em: 30 ago., 2021.
LECLERC, Martine; MOREAU, Andre. Communautés d’apprentissage professionnelles dans huit écoles inclusives de l’Ontario. Éducation et francophonie, v. 39, n. 2, p. 189–206, 2011. DOI: https://doi.org/10.7202/1007734ar
LITTLE, Judith Warren. Inside Teacher Community: Representations of Classroom Practice. Teachers College Record, v.105, n. 6, p. 913-945, 2003. DOI: https://doi.org/10.1111/1467-9620.00273
LITTLE, Judith Warren. The persistence of privacy: autonomy and initiative in teachers’ professional relations. Teachers College Record, v. 91, n. 4, p. 509-536, 1990. DOI: https://doi.org/10.1177/016146819009100403
LUGUETTI, Carla Nascimento et al. The complexity, tensions and struggles in developing learning communities throughout a Sport Education season. European Physical Education Review, v. 25, n. 4, p. 1075-1092, 2018. DOI: https://doi.org/10.1177/1356336X18802285
LUGUETTI, Carla; GONÇALVES, Luiza Lana; BORGES, Cecilia; MACPHAIL, Ann. Solidariedade em ação: uma seção em foco co-desenhada com pesquisadores brasileiros e internacionais. Movimento, v. 28, p.e28070, jan./dez. 2022. DOI: https://doi.org/10.22456/1982-8918.127882
LUGUETTI, Carla; OLIVER, Kim; PARKER, Melissa. Facilitation as an Act of Love: A self-study of how a facilitator’s pedagogy changed over time in the process of supporting a community of learners. Journal of Teaching in Physical Education. v. 40, n. 2, p. 207-214, 2020. DOI: https://doi.org/10.1123/jtpe.2019-0193
MACPHAIL, Ann; LAWSON, Hal. School physical education and teacher education: Collaborative redesign for the twenty-first century. New York, NY/London, UK: Routledge, 2020.
PARKER, Melissa; PATTON, Kevin; GONÇALVES, Luiza; LUGUETTI, Carla; LEE, Okseon. Learning communities and physical education professional development: a scoping review. European Physical Education Review, v. 28, n. 2, p. 500–518, 2022. DOI: https://doi.org/10.1177/1356336X211055584
PATTON, Kevin; PARKER, Melissa. Moving from ‘things to do on Monday’ to student learning: physical education professional development facilitators’ views of success. Physical Education and Sport Pedagogy, v. 19, n. 1, p. 60–75, 2014. DOI: https://doi.org/10.1080/17408989.2012.726980
PATTON, Kevin; PARKER, Melissa; GONÇALVES, Luiza. Toward a common understanding: promoting and supporting effective continuing professional development. In: Routledge Encyclopedia of Sport Studies. [S.l.]: Routledge, 2022 (in press).
RUFINO, Luiz Gustavo Bonatto; GODOI, Marcos Roberto; LUGUETTI, Carla Nascimento; IANNUCCI, Cassandra. Vidas profissionais de dois professores de Educação Física e pesquisadores brasileiros: encontros e desencontros com as práticas colaborativas.Movimento, v. 28, p. e28069, 2022. DOI: https://doi.org/10.22456/1982-8918.127385
SANCHES NETO, Luiz; COSTA, João; OVENS, Alan. A complexidade e a criticidade dos processos colaborativos de longo prazo: autoestudo de um professor-pesquisador de Educação Física dentro de uma comunidade de saberes. Movimento, v. 28, p. e28066, 2022. DOI: https://doi.org/10.22456/1982-8918.127557
SANCHEZ NETO, Luiz; OVENS, Alan; CRAIG, Cheryl. Teacher networks as professional knowledge communities: contributions from a Brazilian autonomous community of teacher researchers. In: GARBETT, Dawn; OVENS, Alan (ed). Teaching for tomorrow today. Auckland, NZ: Edify, 2015. p. 105-114.
STOLL, Louise et al. Professional learning communities: a review of the literature. Journal of Educational Change, v. 7, n. 4, p. 221–258, 2006. DOI: https://doi.org/10.1007/s10833-006-0001-8
TANNEHILL, Deborah; MACPHAIL, Ann. Teacher empowerment through engagement in a learning community in Ireland: working across disadvantaged schools. Professional Development in Education, v. 43, n. 3, p. 334–352, 2017. DOI: https://doi.org/10.1080/19415257.2016.1183508
TIMPERLEY, Helen et al. Teacher professional learning and development: best evidence synthesis iteration. Auckland: New Zealand Ministry of Education, 2007.
TINNING, Richard et al. Action research and the professional development of teachers in the health and physical education field: the Australian NPDP experience. Educational Action Research, v. 4, n. 3, p. 389-405, 1996. DOI: http://dx.doi.org/10.1080/0965079960040308
TOOLE, James Charles; LOUIS, Karen Seashore. The role of professional learning communities in international education. In: LEITHWOOD, Kenneth; HALLINGER, Phillip (ed.).Second International Handbook of Educational Leadership and Administration. Berlin: Springer, 2002. p. 245–280.
VANDERCLEYEN, François; L’HOSTIE, Monique; DUMOULIN, Marie-Josée. Le groupe de codéveloppement pour former à l’accompagnement de stagiaires. Québec: Presses Université du Québec, 2019.
VANGRIEKEN, Katrien et al. Teacher communities as a context for professional development: a systematic review. Teaching and Teacher Education, v. 61, p. 47–59, 2017. DOI: https://doi.org/10.1016/j.tate.2016.10.001
VIDONI, Carla; HUNUK, Deniz; GONÇALVES, Luiza Lana. It is a never-ending journey: learning to become a facilitator in Physical Education teacher education collaborative practices. Movimento, v. 28, p.e28065, 2022. DOI: https://doi.org/10.22456/1982-8918.127287
WATSON, Cate. Effective professional learning communities? the possibilities for teachers as agents of change in schools. British Educational Research Journal v. 40, n. 1, p. 18–29, 2014. DOI: https://doi.org/10.1002/berj.3025
WENGER, Etienne. Communities of practice: learning, meaning, and identity. Cambridge, UK: Cambridge University, 1998.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Movimento
This work is licensed under a Creative Commons Attribution 4.0 International License.
Movimento adopts the Creative Commons Attribution 4.0 International (CC BY 4.0) for approved and published works. This means that authors:
- keep their copyrights and grant right of first publication to the journal; and
- as long as the authors’ names and Movimento’s initial publication rights are acknowledged, the authors may share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material for any purpose, even commercially).
More information at: https://creativecommons.org/licenses/by/4.0/
