Melissa Parker

TL;DR: In this paper, the authors explore physical education teacher educators' understandings of how their participation in communities of practice (CoP) supported their own professional development, finding that significant dynamics and group processes of CoP provided a foundation for collaboration and reduced isolation.

TL;DR: In this article, the authors synthesize findings and presents core features of effective professional development, including what those features might look like in practice, and discuss strategies for teachers, administrators, and schools to begin to engage in meaningful professional development experiences.

TL;DR: In this article, Parker, Patton, and Tannehill share four case studies that demonstrate the extent to which PETE learning can be mapped onto the landscape of community of practice (CoP) as professional development.

TL;DR: In this paper, the authors examine perspectives of program facilitators and participants of Irish PE CoP created to address teachers' interests and identify three themes: purpose and success, guideposts, and roadblocks.

TL;DR: This paper examined a group of elementary physical education teachers as a community of practice whose objective was to develop and disseminate district-wide elementary curriculum, identifying the importance of a catalyst, a vision for students and the project, importance of support, the significance of personal and professional relationships, and the realization of empowerment as critical.