From CPD to Career-long Professional Learning: More than just a change in name! Nicola Carse and Mike Jess University of Edinburgh SERA Conference November 2016

Practitioner Enquiry Long-term Research Teachers and Teacher Educators Long-term We have established a practitioner enquiry project as an approach to professional learning our vision was to incorporate these elements. Principles underpinning our vision of professional learning through this practitioner inquiry project are: Professional Learning Community Research

Practitioner Enquiry Project Theoretically Informed – Complexity thinking Collaborative – professional learning community of teachers and teacher educators Situated – largely based in school contexts.

Self-Study Research What? Who? Questions Research Methods What? Our experiences of facilitating practitioner enquiry as an approach to professional learning. To what extent to do use the underlying principles to guide our work? Who? Four teacher educators with teachers and other teacher educators as critical friends. Questions: What are the experiences of four teacher educators facilitating a practitioner inquiry project with teachers and teacher educators? In what ways do these experiences contribute to the improvement of our own practice and influence the practice of our teacher and teacher educator colleagues? Research Methods: Fieldnotes from group meetings, recorded group conversations, individual reflections.

Nicola and Mike in Conversation Recorded conversation where we share some of our reflections on the project and research so far. https://media.ed.ac.uk/media/SERA+Discussion+2016+HP+Webcam+HD+2300+-+2016+Nov+11+03A26A45/1_spevf5f3

Questions....

References Jess, M., Carse, N., & Keay, J. (2017). The Primary Class Teacher, Professional Development and Physical Education. IN GRIGGS, G. & PETRIE, K (Eds) The Handbook of Primary Physical Education. London: Routledge. Jess, M., Carse, N., & Keay, J. (2017). The primary school teacher perspective: Using an ecological framework and complexity principles as the basis for analysing teachers’ professionalism. IN THORBURN, M. (Ed.) Transformational Learning in Physical Education. London: Routledge.