| CODE | PHE5105 | ||||||||||||
| TITLE | Professional Development for Physical Education and Sport Professionals | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Institute for Physical Education and Sport | ||||||||||||
| DESCRIPTION | This study-unit will provide students with discussions about the relevance of professional development in the fields of PE and Sport, in order to gain insight of the role of professional development, and its effectiveness in continuous improvement to professional practice. A number of transmission and transformative type models of professional development opportunities will be identified and students will have time to analyse each type while identifing advantages and disadvantages of the different types. Models such as communities of practice and mentoring will delved into theoretically, while the applicability of such models within the local scenario will be analysed. This study-unit will also provide students with an overview of the different learning theories and how these can be applied when delivering a professional development programmes to teachers and coaches. Strengths and weaknesses of each learning theory will be identified and applied to the area of sport and physical education. Study-Unit Aims: This study-unit aims: - To provide students with knowledge of learning theories and how such theories can be applied into practice when it comes to the provision of professional development courses; - To help students differentiate between transmission and transformative types of professional development; - To promote further discussion and possible application of various modes of professional development in the workplace. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Analyse the role of professional development in continuous improvement of professional practice; - Sescribe and distinguish between the different learning theories and apply the strengths of each learning theory to their own practice; - Describe and differentiate between transmission and transformative types of professional development; - Identify the pros and cons of various professional development tools; - Set and reach targeted goals through promoting specific professional development tools; - Initiate and sustain communities of professional practice; - Evaluate the significance of mentoring to their own and others' professional practice; - Identify various factors that contribute towards effective mentoring; - Appreciate the role of academic literature as part of ongoing professional development. 2. Skills: By the end of the study-unit the student will be able to: - Critically evaluate research literature in physical education and sport; - Critically reflect on the effectiveness of different modes of professional development; - Apply different types of professional development models in their workplace; - Design, implement, and evaluate professional development courses and programmes. Main Text/s and any supplementary readings: Main Texts: - Attard, K. (2016) Teachers perceived as professionals or technicians: a longstanding contemplation that impacts the type of professional development offered and/or sought. In, T.Norton (Ed.) Professional Development: recent advanced and future directions (pp.103-119). New York: Nova Science - Kennedy, A., 2005. Models of Continuing Professional Development: a framework for analysis. Journal of In-Service Education, 31(2), pp. 235-250. Supplementary Readings: - Attard, K. (2012) Public reflection within learning communities: an incessant type of professional development, European Journal of Teacher Education, 35(2), 199-211. - Attard, K. (2014) Self-Study as Professional Development: some reflections from experience. In, T.Fletcher & A.Ovens (Eds.) Self-study in Physical Education Teacher Education: exploring the interplay of practice and scholarship (pp.29-43). New York: Springer. - Attard, K. (2017) Personally driven professional development: reflective self-study as a way for teachers to take control of their own professional development, Teacher Development, 21(1), 40-56. - Byington, T., 2010. Keys to Successful Mentoring Relationships. Journal of Extension, 48(6), p. Article 6TOT8. - Chambers, F., Armour, K., Luttrell, S., Bleakley, W., Brennan, D. & Herold, F., 2012. Mentoring as a Profession-Building Process in Physical Education Teacher Education. Irish Educational Studies, 31(3), pp. 345-362. - Desimone, L., 2009. Improving impact studies of teachers鈥� professional development: Toward better conceptualisations and measures. Educational Researcher, 38(3), p. 181鈥�99. - Desimone, L. M. & Garet, M., 2015. Best Practices in Teachers鈥� Professional Development in the United States. Psychology, Society, & Education, 7(3), pp. 252-263. - Lindgren, U., 2005. Experiences of beginning teachers in a school-based mentoring program in Sweden. Educational Studies, 31(3), pp. 251-263. - Patton, K., Griffin, L., Sheehy, D., Arnold, R., Gallo, A., Richardson, K., Dodd, P., Henninger, M. & James, A., 2005. Chapter 2: Navigating the mentoring process in a research-based teacher development project: A Situated learning perspective. Journal of Teaching in Physical Education, Volume 24, pp. 302-325. - Rhodes, C. & Beneicke, S., 2002. Coaching, Mentoring and Peer-Networking: challenges for the management of teacher professional development in schools. Journal of In-Service Education, 28(2), pp. 297-310. - Timperley, H., Wilson, A., Barrar, H. & Fung, I., 2007. Teacher Professional Learning and Development: Best Evidence Synthesis Iteration, Wellington, New Zealand: Ministry of Education. - Wenger, E. (2011). Communities of practice: A brief introductionZachary, L., 2012. The Mentor's Guide: Facilitating Effective Learning Relationships. 2nd ed. San Fransisco: Jossey-Bass. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Tania Abela Craus Karl Attard (Co-ord.) Anna Maria Gatt Ivan Riolo |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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