TY  - JOUR
T1  - Teaching Rounds: A Professional Development Strategy for Improving Physical Education Teachers’ Understanding of Their Teaching
TT  - Teaching Rounds: A Professional Development Strategy for Improving Physical Education Teachers’ Understanding of Their Teaching
AU  - Ward, Phillip
PY  - 2024
DA  - December
Y2  - 2024
DO  - 10.55929/besad.1551817
JF  - Journal of Physical Education and Sports Studies
JO  - JPESS
PB  - Türkiye Beden Eğitimi Öğretmenleri Derneği
WT  - DergiPark
SN  - 2602-3644
SP  - 171
EP  - 178
VL  - 16
IS  - 3
LA  - en
AB  - A key premise of professional development is that it works. But there are few studies showing that teachers and students benefited from teacher professional development with some notable exceptions in the physical education literature. Moreover, there is little evidence that professional development maintains after it is concluded. I have concluded from both the literature and my experience that professional development (a) should be a continuous process rather than an event, (b) focus primarily on improving student learning and (c) and that it can have meaningful benefits for teachers. In this article, I present a professional development process called teaching rounds that is designed to meet these three criteria.
KW  - physical education
KW  - professional development
KW  - teaching
N2  - A key premise of professional development is that it works. But there are few studies showing that teachers and students benefited from teacher professional development with some notable exceptions in the physical education literature. Moreover, there is little evidence that professional development maintains after it is concluded. I have concluded from both the literature and my experience that professional development (a) should be a continuous process rather than an event, (b) focus primarily on improving student learning and (c) and that it can have meaningful benefits for teachers. In this article, I present a professional development process called teaching rounds that is designed to meet these three criteria.
CR  - City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2010). Instructional rounds in education. A network approach to improving learning and teaching. Harvard Education Press.
CR  - Crow, T. (2008). Practicing Professionals: To Improve Teaching and Learning, Educators Must Raise the Stakes for Their Profession. An Interview with Richard F. Elmore. Journal of Staff Development, 29(2), 42-47.
CR  - Deglau, D. Ward, P., O’Sullivan, M., & Bush, K. (2006). Professional dialogue as professional development. Journal of Teaching Physical Education. 25, 413-427.
CR  - Desimone, L., & Stuckey, D. (2014). Sustaining professional development. In. L. Martin, S. Kragler, D. Quatroche, & K. Bauserman (Eds.), Handbook of professional development in Education: Successful Models and Practices, Prek-12 (pp. 467-482). Guilford Publications.
CR  - Doutis, P., & Ward, P. (1999). Teachers’ and administrators’ perceptions of the Saber-tooth Project reform and of their changing workplace conditions Journal of Teaching in Physical Education, 18, 417-427.
CR  - Fouts, J. (1999). School restructuring and student achievement in Washington State: Research findings on the effects of house bill 1209 and school restructuring on Western Washington schools. Retrieved from https://digitalarchives.wa.gov/do/CCE3CF62B1D3C31803E174572BF4AC01.pdf
CR  - Gore, J., & Rickards, B. (2021). Rejuvenating experienced teachers through Quality Teaching Rounds professional development. Journal of Educational Change 22, 335–354. https://doi.org/10.1007/s10833-020-09386-z
CR  - Hagenah, S., Wenner., J.A., Tucker, K.M., Johnson, T.G., Calvert, H.G., & Turner, L. (2020). “Does anyone even care that I’m down here?”: Creating shared values in a district-wide physical education professional learning community. Journal of Teaching in Physical Education, 1-10.
CR  - Kim, I. Ward, P., Sinelnikov, O., Ko, B., Iserbyt, P., Li, W., & Curtner-Smith, M. (2018). The influence of content knowledge on pedagogical content knowledge: An evidence-based practice for physical education. Journal of Teaching in Physical Education, 37, 133-143.
CR  - Ko, B., Wallhead, T., & Ward, P. (2006). Professional development workshops—What do teachers learn and use? Journal of Teaching in Physical Education, 25(4), 397-412.
CR  - Little J. W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917–946.
CR  - Patton, K., & Parker, M. (2015). “I learned more at lunchtime”: Guideposts for reimagining professional development. Journal of Physical Education, Recreation and Dance, 86, 23-29.
CR  - O'Sullivan, M., & Deglau, D. (2006) Chapter 7: Principles of professional development. Journal of Teaching in Physical Education, 25(4), 441-449.
CR  - Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
CR  - Storey, V. A., & Wang, V. C. X. (2017). Critical Friends Protocol: Andragogy and Learning in a Graduate Classroom. Adult Learning, 28(3), 107-114.  https://doi.org/10.1177/1045159516674705
CR  - Ward, P., & Doutis, P. (1999). Toward a consolidation of the knowledge base for reform in physical education. Journal of Teaching in Physical Education, 18, 382-402.
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UR  - https://doi.org/10.55929/besad.1551817
L1  - https://dergipark.org.tr/en/download/article-file/4222017
ER  -