Continual Professional Learning of Experienced Ontarian physical educators: The ways they learn and what influences their participation in professional learning

Abstract

This study incorporated the perspectives of twelve experienced physical education (PE) teachers to better understand the ways they learn, and what influences their choices regarding professional learning. By providing a Canadian perspective on a topic that has primarily been researched in the UK, this study addresses a current gap in the experienced PE teacher learning literature (Armour & Yelling, 2007; O'Sullivan, 2006). Using Illeris' (2007) workplace learning theory, the study provides a holistic understanding of teacher professional learning by equally acknowledging the individual and the environment. The data collected from three focus groups and twelve individual interviews indicated that the PE teachers learned in a variety of formal, nonformal and informal ways (Coombs, 1974). Moreover, the individual and the work environment influenced each teacher's professional learning. Finally, the participants continually engaged in informal learning to augment their formal and nonformal learning opportunities and they credited professional learning with helping them to develop as effective teachers.