Self-Organized Communities of Practice in Physical Education
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| Title: | Self-Organized Communities of Practice in Physical Education |
|---|---|
| Language: | English |
| Authors: | Rhoades, Jesse Lee, Woods, Amelia |
| Source: | Quest. 2013 65(1):44-56. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education Higher Education |
| Descriptors: | National Standards, Physical Education, Teacher Certification, Communities of Practice, Elementary Secondary Education, Educational Theories, Physical Education Teachers, Learning Processes, Epistemology, Teacher Effectiveness, Self Efficacy, Group Dynamics, Educational Practices |
| Geographic Terms: | United States |
| DOI: | 10.1080/00336297.2012.727371 |
| ISSN: | 0033-6297 |
| Abstract: | The National Board for Professional Teaching Standards (NBPTS) was created in 1987 with the purpose of establishing standards for instruction for K-12 teachers within the U.S. The NBPTS was tasked with identifying and certifying teachers who met their standards. In the current article, we theorize on the potential avenues by which the NBPTS is currently establishing a Community of Practice (CoP) through its certification process. We examine pertinent literature and the certification process to support our theorization. In order to achieve this aim, Complexity Theory and Communities of Practice Theory serve as a lens for the explanation of CoPs among National Board Certification Candidates. (Contains 2 figures.) |
| Abstractor: | As Provided |
| Number of References: | 37 |
| Entry Date: | 2013 |
| Accession Number: | EJ990886 |
| Database: | ERIC |
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| Abstract: | The National Board for Professional Teaching Standards (NBPTS) was created in 1987 with the purpose of establishing standards for instruction for K-12 teachers within the U.S. The NBPTS was tasked with identifying and certifying teachers who met their standards. In the current article, we theorize on the potential avenues by which the NBPTS is currently establishing a Community of Practice (CoP) through its certification process. We examine pertinent literature and the certification process to support our theorization. In order to achieve this aim, Complexity Theory and Communities of Practice Theory serve as a lens for the explanation of CoPs among National Board Certification Candidates. (Contains 2 figures.) |
|---|---|
| ISSN: | 0033-6297 |
| DOI: | 10.1080/00336297.2012.727371 |
