In this article I examine what is meant by professional knowledge in primary physical education and in doing so argue that teacher competency will remain a concern until teacher development addresses the breadth of the subject’s knowledge base. A model of professional knowledge will be presented to illustrate the various elements of knowledge in the field and suggest how it can be used as a tool to support the initial and continuous professional learning of primary physical educators.
|Journal||Physical Education Matters|
|Publication status||Published - Mar 2015|
- Physical Education
- Teacher Education