Abstract
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.
Original language | English |
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Pages (from-to) | 60-63 |
Journal | Physical Education Matters |
Volume | 10 |
Issue number | 1 |
Publication status | Published - Mar 2015 |
Keywords
- Physical Education
- Teacher Education
- Policy