18 SES 10, Parallel Paper Session
Parallel Paper Session
The professional development of teachers is a key responsibility of governments, schools and teachers themselves. Behaving professionally requires high levels of dedication and commitment, working long hours and accepting the uncertain nature of the task of educating, which often encroaches on personal and family life. It also involves the constant effort to do one’s best and to improve continually, building up personal relationships with students – thus giving priority to their interests and needs – as well as seeking to maintain a friendly rapport with colleagues, parents and other external agents. The complexity of this endeavour and the duty to undertake numerous tasks simultaneously requires high levels of competence in order to respond intelligently to the many demands of a complex, changeable environment.
The present paper attempts to look into the professional development (PD) of physical education (PE) teachers. Its aim is to understand how these teachers’ personal biography, life experiences, training and professional environments have gradually shaped their knowledge and professional capabilities. How does one learn to be a teacher? What have been their sources? How do they value them? Which do they consider more useful? What problems have they come across? How have their worries and needs regarding this knowledge changed over time and what are the next steps to enhance it?
Unquestionably, the answers to the above questions are closely linked to how each idividual teacher interprets the act of learning, to the values behind certain teaching practices, to them making explicit their own doubts, difficulties, uncertainties and weaknesses, as well as to the strategies they deploy to survive and overcome threats. These difficulties in one’s learning – which concern the author of this paper both as a researcher and as a teacher - are connected with the concept of empathy as a central element of the teaching and learning process and with the notion of education as a predominantly subjective and emotive task.
Ultimately, the inclination to learn more about the professional development of teachers does nothing but hide an interest in learning how to teach, in finding out what makes someone a good teacher. It is very much an introspective and autobiographical endeavour, in as much as the author is himself a teacher and his colleagues are the objects of this study, carried out from an “emic” perspective. This leads him to reformulate fundamentally his preconceived notions on the teaching/learning process, the relationships with his colleagues, his knowledge and beliefs concerning institutionalised professional development and, in a nutshell, the ethical aspects surrounding the whole process.
The theoretical framework of this study revolves around three axes that help us understand it: teachers’ professionalisation, socialisation and teacher knowledge. These three categories encompass theories, viewpoints and notions on the education and the PD of teachers that help us delimit and frame our study, while also providing strategies to inquire into the field and important methodological references.
ARMOUR, K.M. and JONES, R.L. (1998) Physical education teachers´lives and careers: PE, sport & educational status. London, Falmer Press. BOLÍVAR, A., DOMINGO, J. e FERNÁNDEZ, M. (2001) La investigación biográfico narrativa en educación. Enfoque y metodología. Madrid, La Muralla. BUTT, R., RAYMOND, D., MCCUE, G. e YAMAGISHI, L. (2004) La autobiografía colaborativa y la voz del profesorado (99-148)”, en GOODSON, I. F. (Ed.) Historias de vida del profesorado. Barcelona, Octaedro. CARTER, K., e DOYLE, W. (1996) Personal Narrative and Life History in Learning to Teach (120-142), en Sikula, J. , Buttery, T. e Guyton, E. (Eds.) Handbook of Research on Teacher Education. New York, Macmillan. CLANDININ, D.J. and CONNELLY, F.M. (1998) Asking questions about telling stories. In C. KRIDEL (Ed.), Writing educational biography: Explorations in qualitative research. New York: Garland. COHEN, L., MANION, L. e MORRISON, K. (2000) Research Methods in Education. London, RoutledgeFalmer. ELBAZ-LUWISCH, F. (1997). Narrative research: political issues and implications. Teaching and Teacher Education, 13(1), 75-83. FERNANDEZ BALBOA, J. M.(Ed.). (1997). Critical Postmodernism in Human Movement, Physical Education, and Sport. New York: State University of New York Press. GOODSON, I. y HARDGREAVES, A. (Eds.) (1996).Teachers´professional Lives: Aspirations and Actualities. En I. Goodson y A. Hardgreaves, (Eds.). Teacher´s Professional Lives. London. Falmer Press. KELCHTERMANS, G. e VANDENBERGHE, R. (1994) Teachers’ professional development: a biographical perspective (45-62), Journal Curriculum Studies 26 (1). MILES, M. e HUBERMAN, M. (1994) Qualitative Data Analysis. An Expanded Sourcebook. London, Sage. SCHEMPP, P. G. (1995). Learning on the job: an analysis of the acquisition of the teachers´ knowledge. Journal of Research and Development in Education, 4 (28).129-145 SIKES, P. J. (1989). The Life Cicle of the Teacher. En S. J. Ball, y I.F. Goodson (Eds.), Teacher´s Lifes and Careers. London: Falmer Press.145-160. SPARKES, A. C. (2002). Telling Tales in Sport and Physical Activity. A Qualitative Journey. London: Human Kinetics.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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