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"What We Have Done Now Is More Student-Centred": An Investigation of Physical Education Teachers' Reflections over a One-Year Participatory Action Research Project
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Lars Bjørke; Øyvind Førland Standal; Kjersti Mordal Moen – Educational Action Research, 2023
Although reflection has a key position in the development of teachers' pedagogical practices, few studies have investigated the development of physical education teachers' reflections over time. Against this backdrop, this study seeks to answer the following research question: "How does a one-year participatory action research project using…
Descriptors: Student Centered Learning, Physical Education Teachers, Reflection, Participatory Research
'While We May Lead a Horse to Water We Cannot Make Him Drink': Three Physical Education Teachers' Professional Growth through and beyond a Prolonged Participatory Action Research Project
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Bjørke, Lars; Standal, Øyvind Førland; Mordal Moen, Kjersti – Sport, Education and Society, 2021
Instead of 'the frenetic rush' to find effective models of continuing professional development (CPD) that will 'work', Armour et al. (2017, What is 'effective' CPD for contemporary physical education teachers? A Deweyan framework. "Sport, Education and Society," "22"(7), 799-811. https://bibliotheek.ehb.be:2102/10.1080/13573322.2015.1083000)…
Descriptors: Physical Education Teachers, Faculty Development, Professional Continuing Education, Elementary School Teachers
The Bumpy Road to Implementing Cooperative Learning: Towards Sustained Practice through Collaborative Action
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Liebech-Lien, Beathe – Cogent Education, 2020
Cooperative learning (CL) is a pedagogical model that is widely recognised to enhance students' academic and social learning. However, teachers experience difficulties implementing the method, which leads to CL being underutilised in schools. This paper presents experiences from an exploratory research and development project in which teachers…
Descriptors: Teaching Methods, Cooperative Learning, Faculty Development, Action Research
Open-Book Assessment: A Contribution to Improved Learning?
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Eilertsen, Tor Vidar; Valdermo, Odd – Studies in Educational Evaluation, 2000
Studied the effects of open-book testing on instruction and student learning in an action research project involving 13 teachers and approximately 350 secondary school students in Norway. Results show open-book testing to be instrumental in strengthening understanding in both cooperative learning and more traditional classrooms. (SLD)
Descriptors: Action Research, Cooperative Learning, Foreign Countries, Learning