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Remote Lesson Study as Continuing Professional Development for Physical Education Teachers

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Title: Remote Lesson Study as Continuing Professional Development for Physical Education Teachers
Language: English
Authors: Jeffrey Colburn (ORCID 0009-0005-4655-3393), Robert Knipe, Brooke Doherty, Rachyl Stephenson, Xiaofen Hamilton (ORCID 0000-0002-3762-4103)
Source: Journal of Teaching in Physical Education. 2026 45(1):109-117.
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Elementary Education
Descriptors: Communities of Practice, Faculty Development, Physical Education Teachers, Videoconferencing, Technology Uses in Education, Distance Education, COVID-19, Pandemics, Program Effectiveness, Andragogy, Elementary School Teachers, Teacher Attitudes, Teacher Responsibility, Professional Identity, Empowerment
DOI: 10.1123/jtpe.2024-0010
ISSN: 0273-5024
1543-2769
Abstract: Purpose: This study investigated experiences of physical education teachers (PETs) participating in online remote andragogy-based lesson study (AbLS) during a pandemic. Method: Five PETs participated in this phenomenological case study. Seventeen online AbLS collaborative meetings took place via Zoom software. Three rounds of semistructured interviews were conducted and analyzed using collaborative qualitative analysis. Results: Three themes emerged: (a) AbLS facilitated depth of learning, increasing professional and individual growth; (b) AbLS structure influenced experience; and (c) the professional community of AbLS supported a natural adult learning (andragogical) environment. Discussion/Conclusion: Remote AbLS presented benefits for these PETs beyond professional learning that prior continuing professional development had not, including a sense of community, belonging, and professional worth. AbLS may have implications for research in perceived mattering and continuing professional development facilitation for PETs. Remote AbLS may bolster PETs in challenging local learning communities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493099
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Remote Lesson Study as Continuing Professional Development for Physical Education Teachers
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Jeffrey+Colburn%22">Jeffrey Colburn</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-4655-3393">0009-0005-4655-3393</externalLink>)<br /><searchLink fieldCode="AR" term="%22Robert+Knipe%22">Robert Knipe</searchLink><br /><searchLink fieldCode="AR" term="%22Brooke+Doherty%22">Brooke Doherty</searchLink><br /><searchLink fieldCode="AR" term="%22Rachyl+Stephenson%22">Rachyl Stephenson</searchLink><br /><searchLink fieldCode="AR" term="%22Xiaofen+Hamilton%22">Xiaofen Hamilton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3762-4103">0000-0002-3762-4103</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+in+Physical+Education%22"><i>Journal of Teaching in Physical Education</i></searchLink>. 2026 45(1):109-117.
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  Label: Availability
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  Data: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
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  Data: 9
– Name: DatePubCY
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Andragogy%22">Andragogy</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Empowerment%22">Empowerment</searchLink>
– Name: DOI
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  Data: 10.1123/jtpe.2024-0010
– Name: ISSN
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  Data: 0273-5024<br />1543-2769
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study investigated experiences of physical education teachers (PETs) participating in online remote andragogy-based lesson study (AbLS) during a pandemic. Method: Five PETs participated in this phenomenological case study. Seventeen online AbLS collaborative meetings took place via Zoom software. Three rounds of semistructured interviews were conducted and analyzed using collaborative qualitative analysis. Results: Three themes emerged: (a) AbLS facilitated depth of learning, increasing professional and individual growth; (b) AbLS structure influenced experience; and (c) the professional community of AbLS supported a natural adult learning (andragogical) environment. Discussion/Conclusion: Remote AbLS presented benefits for these PETs beyond professional learning that prior continuing professional development had not, including a sense of community, belonging, and professional worth. AbLS may have implications for research in perceived mattering and continuing professional development facilitation for PETs. Remote AbLS may bolster PETs in challenging local learning communities.
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  Data: 2026
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  Data: EJ1493099
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        Value: 10.1123/jtpe.2024-0010
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      – Text: English
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        PageCount: 9
        StartPage: 109
    Subjects:
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Physical Education Teachers
        Type: general
      – SubjectFull: Videoconferencing
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Distance Education
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      – SubjectFull: Pandemics
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Andragogy
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Responsibility
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      – SubjectFull: Professional Identity
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      – SubjectFull: Empowerment
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      – TitleFull: Remote Lesson Study as Continuing Professional Development for Physical Education Teachers
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