Chapter 8: Collective Action for Learning, Improvement, and Redesign
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| Title: | Chapter 8: Collective Action for Learning, Improvement, and Redesign |
|---|---|
| Language: | English |
| Authors: | Lawson, Hal A., Jones, Emily, Beddoes, Zac, Estes, Steven, Morris, Stephanie A., Mitchell, Murray F., van der Mars, Hans, Ward, Phillip |
| Source: | Journal of Teaching in Physical Education. Jul 2021 40(3):412-422. |
| Availability: | Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Physical Education, Teacher Education, Faculty Development, Barriers, Long Range Planning, Physical Education Teachers, Teacher Educators, Teacher Role, Communities of Practice, Social Networks, Partnerships in Education |
| DOI: | 10.1123/jtpe.2020-0246 |
| ISSN: | 0273-5024 |
| Abstract: | The pandemic, imperatives for human and civil rights, growing economic challenges, new accountability requirements, and distance-delivered learning technologies are reminders of novel 21st-century needs, problems, challenges, and opportunities. All demand a sense of urgency. Building on selected traditions and achievements, today's futuristic planning offers timely opportunities to make history. Founded on the idea of a "physical education system"--with roles and responsibilities for every stakeholder (e.g., teacher, teacher educator)--this new agenda transcends what individuals can accomplish. It requires collective action. Collective action necessitates special formations, such as professional learning communities; social networks; and partnerships among schools, communities, universities, and professional associations, both state and national. In turn, these formations require organizers and facilitators. Examples illustrate collective action's potential, also indicating why it must be a shared priority for professional education, professional development, and professional associations. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1318324 |
| Database: | ERIC |
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| Abstract: | The pandemic, imperatives for human and civil rights, growing economic challenges, new accountability requirements, and distance-delivered learning technologies are reminders of novel 21st-century needs, problems, challenges, and opportunities. All demand a sense of urgency. Building on selected traditions and achievements, today's futuristic planning offers timely opportunities to make history. Founded on the idea of a "physical education system"--with roles and responsibilities for every stakeholder (e.g., teacher, teacher educator)--this new agenda transcends what individuals can accomplish. It requires collective action. Collective action necessitates special formations, such as professional learning communities; social networks; and partnerships among schools, communities, universities, and professional associations, both state and national. In turn, these formations require organizers and facilitators. Examples illustrate collective action's potential, also indicating why it must be a shared priority for professional education, professional development, and professional associations. |
|---|---|
| ISSN: | 0273-5024 |
| DOI: | 10.1123/jtpe.2020-0246 |
