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CPD for Teaching and Learning in Physical Education: Global Lessons from Singapore [Hardback]

Edited by (Brunel University, UK), Edited by (Physical Education & Sports Teacher Academy, Singapore), Edited by (Physical Education & Sports Teacher Academy, Singapore), Edited by (Northumbria University, UK)
  • Formāts: Hardback, 338 pages, height x width: 234x156 mm, weight: 453 g, 62 Tables, black and white; 19 Line drawings, black and white; 15 Halftones, black and white; 34 Illustrations, black and white
  • Izdošanas datums: 26-Apr-2022
  • Izdevniecība: Routledge
  • ISBN-10: 0367775883
  • ISBN-13: 9780367775889
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  • Cena: 191,26 €
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CPD for Teaching and Learning in Physical Education: Global Lessons from SingaporePalielināt
  • Formāts: Hardback, 338 pages, height x width: 234x156 mm, weight: 453 g, 62 Tables, black and white; 19 Line drawings, black and white; 15 Halftones, black and white; 34 Illustrations, black and white
  • Izdošanas datums: 26-Apr-2022
  • Izdevniecība: Routledge
  • ISBN-10: 0367775883
  • ISBN-13: 9780367775889
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780367775889.html
Keywords:
Drawing on best practice for the continuing professional development (CPD) of practising physical education teachers, this book encourages teachers to reflect on their own practices and how these can be developed as they continue their professional journey to support student learning. The book covers three main themes: improving students learning and supporting student progress; the teacher as learner developing your expertise as a teacher; and supporting professional development how as a teacher you can lead and own your continuing learning in a sustainable manner.

Throughout the book, teachers are encouraged not just to reflect on where they are now, but also what changes they INTEND to make to their practice, how they IMPLEMENT those changes and then to review the IMPACT this has had on students learning. Each chapter includes tasks embedded within the content to encourage the reader to reflect on how they could apply the new knowledge they are acquiring from reading and engaging with the chapter.

Written for a global audience, the book brings together examples from the Singapore Physical Education and Sports Teacher Academy (PESTA), which provides CPD to teachers in the high-performing Singaporean system. Offering high quality research and practice, this book is a pivotal resource for physical education teachers undertaking CPD all over the world.

Recenzijas

Each chapter in the book is designed to provide a springboard to help teachers expand their pedagogical skills. They are designed to be used both as independent reading for both teachers and professional development personnel but also as a focus for shared professional development experiences. They will be an invaluable resource for both.

Dr Judith Rink, Emeritus Professor, University of South Carolina, USA

Overall, this is an insightful and comprehensive book that suits CPD providers of in-service teacher training and in-service teachers. Although the topics were drawn from Singapores educational context, the practices are applicable worldwide as they are guided by good practices globally. Hence, I strongly recommend you have a read!

Koh Koon Teck, Head, Physical Education & Sports Science, National Institute of Education, Nanyang Technological University, Singapore

List of Figures
ix
List of Tables
xi
List of Tasks
xiv
List of Case Studies
xvii
Foreword xix
Why You Should Read This Book xxi
Acknowledgements xxiii
1 Continuing Professional Development In Physical Education: Doing It Our Way
1(6)
Fathul Rahman Kamsani
Melanie Martens
CPD Is Central to Better Teaching and Learning
The Singapore Context
CPD in Physical Education
How the Book Is Designed
I SUPPORTING STUDENT PROGRESS
7(140)
2 Continuity and Progression: What Do My Students Need to Know and Understand to Make Progress?
9(18)
Karen Low Lai Fong
Understanding the Physical Education Curriculum
Planning for Progress by Individual Students
3 Knowing Students as Individuals and Understanding Their Needs
27(18)
Tan Seck Heong
Developmental Differences in Your Students
Motivation
4 Learners and Learning in Physical Education: Games-Centred Approaches and Nonlinear Pedagogy
45(19)
Tan Wee Keat Clara
Games-Centred Approaches (GCA)/Teaching Games for Understanding (TGfU)
Pedagogical Principles of TGfU and Its Implications in Physical Education
Research for GCA/TGfU
Nonlinear Pedagogy (NLP)
Pedagogical Principles of NLP and Its Implications in Physical Education
Research in NLP in Physical Education
5 Identifying and Developing Students' Readiness to Learn
64(22)
Justin Wakefield
Julia Lawrence
Introduction
Understanding the Concept of Readiness to Learn
Conditions for Effective Learning
Characteristics of Effective Learning Environments
Learning Personalisation
6 Inclusive Physical Education
86(24)
Hui Min Kwok
What Is Inclusive Physical Education?
Embedding Inclusive Practices in Your Teaching
Understanding Students
Importance of Teachers' Perceptions Towards Inclusion
Inclusion Is Holistic in Nature
Realising Inclusivity
7 Assessing Student's Progress Formatively
110(20)
Mabel Yong
Formative Assessment and Its Role in Physical Education
How Do You Know That Learning Has Taken Place?
Assessing the Psychomotor Domain for Learning
Assessing the Cognitive Domain for Learning
Assessing the Affective Domain for Learning
8 Intentionality: The Key to Effective Affective Learning
130(17)
Hanif Abdul Rahman
Learning in the Affective Domain in Physical Education
Guiding Pedagogical Principles and Teacher Practices That Contribute to the Effective Development of Social and Emotional Competencies
Putting the Concepts Into Practice
II DEVELOPING AS A TEACHER
147(86)
9 You as the Teacher: Teacher Identity and How It Relates to Your Philosophy of Teaching
149(20)
Teng Tse Sheng
Why Are Teacher Beliefs Important?
How Can You Uncover and Reflect Upon Your Beliefs?
Closing Thoughts
10 Teaching Approaches
169(20)
Benjamin S.J. Tan
Why Mosston's Spectrum of Teaching Styles Was Developed
What Is Mosston's Spectrum of Teaching Styles?
Reproduction Cluster (Styles A-E) The Production Cluster (Styles F-1)
Style F: Guided Discovery
Style G: Convergent Discovery Style
11 Enhancing Physical Education Usinq Digital Technologies
189(20)
Jason Zhuo Gensheng
Goh Ming Ming Kelvin
Objective 1 Pedagogy First, Digital Technology Supports
Objective 2 Leverage Technology to Enact Effective Assessment
Objective 3 Strategies to Support Learning in the Implementation of Digital Technologies in Physical Education
12 Being a Reflective Teacher: Using Narrative Inquiry as Professional Development in Physical Education
209(24)
Nasrun Bin Mizzy
Reflective Practice
What Is Narrative Inquiry? Why Narrative Inquiry?
How Do Narratives Contribute to Professional Growth?
Supplementing the Narrative Process
From Narratives to Professional Insight
III ORGANISING CONTINUING PROFESSIONAL DEVELOPMENT
233(77)
13 Professional Development: What Is It and How Can It Work for Me?
235(15)
Joanna Phan Swee Lee
What Is Professional Development?
The Role of Professional Development and the Adult Learner
Effective Professional Development
Continued Learning After the Professional Development Session - Integration of Learning
Your Professional Development Journey
14 Being a Mentor
250(23)
Fazlin Jaya Indra
What Do You Need to Know Before You Start Mentoring?
Definition of Mentoring
Benefits of Mentoring
Developing Your Knowledge and Skills as a Mentor Understanding the Roles and Responsibilities of a Mentor
Learning Gaps
Commencing the Mentoring Cycle
Challenges of Mentoring
15 Leading and Managing for Effective Continuing Professional Development in Physical Education
273(16)
Mark Chan
Kiran Kumar Gosian
Defining Effective Continuing Professional Development
The Role of the Principal
Monitoring and Evaluating Continuing Professional Development for Progress and Sustainability
16 Continuing Professional Development (CPD): Supporting the Delivery of Quality Teaching in Physical Education
289(18)
Wendy Koh
What the Research Says About Effective CPD
An Overview of Singapore's CPD for Physical Education
The Nuts and Bolts of Delivering the CPD
Evaluating CPD for Physical Education
Improvements to CPD for Physical Education
17 And Finally ... Would You Like to Be Taught by You?
307(3)
Hanif Abdul Rahman
Biographies 310(8)
Author Index 318(8)
Subject Index 326
Susan Capel is Emeritus Professor of Physical Education at Brunel University, London, UK.

Julia Lawrence is Senior Lecturer in Education at Northumbria University, Newcastle, UK.

Melanie Martens is Academy Principal at the Physical Education and Sports Teacher Academy, Ministry of Education, Singapore.

Hanif Abdul Rahman is Principal Master Teacher at the Physical Education and Sports Teacher Academy, Ministry of Education, Singapore.