TYPES OF COLLABORATIVE CONTINUOUS PROFESSIONAL DEVELOPMENT IN PHYSICAL EDUCATION: A DIALOGUE

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorNorwegian School of Sport Sciences-
Autor(es): dc.contributorUniversité de Montréal-
Autor(es): dc.contributorBrock University-
Autor(es): dc.creatorda Costa Filho, Roraima Alves-
Autor(es): dc.creatorBeni, Stephanie-
Autor(es): dc.creatorAubin, Anne-Sophie-
Autor(es): dc.creatorIaochite, Roberto Tadeu-
Autor(es): dc.creatorFletcher, Tim-
Autor(es): dc.creatorBorges, Cecilia-
Data de aceite: dc.date.accessioned2025-08-21T20:31:23Z-
Data de disponibilização: dc.date.available2025-08-21T20:31:23Z-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2021-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.22456/1982-8918.127398-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/249472-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/249472-
Descrição: dc.descriptionThis paper presents a dialogue between researchers from three collaborative continuous teacher professional development (CCPD) projects, each of which involved a different theoretical framework and research design. Discussing our unique contexts and the CCPD approaches we used enabled us to engage in an appreciative inquiry, in which we sought to acknowledge and build upon the strengths of each project and consider possibilities for the future. Findings highlight complexities of CCPD at different levels from the small-scale to the large, requiring thoughtful planning and implementation. Promoting intimacy, organizing schedules and timetables, and combining different modes of support are challenges that require contextualized responses. There is a need for CCPD facilitators and researchers to consider not only characteristics of effectiveness when choosing a CCPD approach, but also alignment with their own personal beliefs and theories of learning, as well as the beliefs, interests, and needs of teachers in their local contexts.-
Descrição: dc.descriptionUniversidade Estadual Paulista (UNESP), São Paulo-
Descrição: dc.descriptionNorwegian School of Sport Sciences-
Descrição: dc.descriptionUniversité de Montréal-
Descrição: dc.descriptionInstituto de Biociências Universidade Estadual Paulista (UNESP), São Paulo-
Descrição: dc.descriptionDepartment of Kinesiology Brock University-
Descrição: dc.descriptionUniversidade Estadual Paulista (UNESP), São Paulo-
Descrição: dc.descriptionInstituto de Biociências Universidade Estadual Paulista (UNESP), São Paulo-
Idioma: dc.languageen-
Idioma: dc.languagept_BR-
Relação: dc.relationMovimento-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectCollaboration-
Palavras-chave: dc.subjectCommunity-
Palavras-chave: dc.subjectPhysical Education-
Palavras-chave: dc.subjectProfessional Development-
Título: dc.titleTYPES OF COLLABORATIVE CONTINUOUS PROFESSIONAL DEVELOPMENT IN PHYSICAL EDUCATION: A DIALOGUE-
Título: dc.titleLES TYPES DE DÉVELOPPEMENT PROFESSIONNEL CONTINU COLLABORATIF EN ÉDUCATION PHYSIQUE: UN DIALOGUE-
Título: dc.titleTIPOS DE DESENVOLVIMENTO PROFISSIONAL COLABORATIVO CONTÍNUO EM EDUCAÇÃO FÍSICA: UM DIÁLOGO-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

Não existem arquivos associados a este item.