This symposium examines teacher learning within the concept of the Sport Education pedagogical model. It includes four presentations that outline the successes and limitations of various ways of learning a new curriculum for teachers. The focus of the symposium is on models of professional development, which have shown that teachers need to be particulary invested and empowered in their own professional learning.

The symposium provides an introduction to Sport Education as a pedagogical model, and then continues to present three diverse ways in which teachers have been engaged in successful learning experiences. The first paper from Ireland examines modeling of the model by experts in teachers' schools. The second outlines the key principles of an extended series of teacher workshops that mimic the key instructional components of the model. This Spanish initiative has proven to be particularly successful, especially where the teachers have been actively supported when they return to their own school settings. The third paper paper examines an intensive, in-school professional development in a Russian school, and then examines an iteration of their model in a school in Taiwan. In this latter case, a number of key elements of the Russian model were used, and followed by distance technologies to support the teacher.