Many roads to Rome? Cultivating physically active learning.
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| Title: | Many roads to Rome? Cultivating physically active learning. |
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| Authors: | Teslo, Ståle (AUTHOR), Chalkley, Anna (AUTHOR), Jenssen, Eirik S. (AUTHOR), Glosvik, Øyvind (AUTHOR), Tjomsland, Hege Eikeland (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Dec2025, Vol. 69 Issue 7, p1341-1358. 18p. |
| Subjects: | Professional learning communities, Educational leadership, Qualitative research, Active learning, Capacity building |
| Geographic Terms: | Norway |
| Abstract: | To cultivate professional learning communities (PLC) has become a widely recognised strategy for school development and student learning. This case study employed multimethod qualitative data collection (focus groups, individual interviews, and document analysis) to provide insight into how PLC within two primary schools cultivated physically active learning (PAL) in Norway. Findings illustrate how PAL can be cultivated in different ways and that the process is contingent on school leadership, irrespective of participation in continuing professional development programmes. Drawing on Robinson's student-centered leadership, we suggest that school leaders, teachers, and other staff members practice this when cultivating PAL to build capacity and ownership among staff. The study concludes that PLC could be a strategy for cultivating PAL when combined with internal and/or external PAL expertise. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | To cultivate professional learning communities (PLC) has become a widely recognised strategy for school development and student learning. This case study employed multimethod qualitative data collection (focus groups, individual interviews, and document analysis) to provide insight into how PLC within two primary schools cultivated physically active learning (PAL) in Norway. Findings illustrate how PAL can be cultivated in different ways and that the process is contingent on school leadership, irrespective of participation in continuing professional development programmes. Drawing on Robinson's student-centered leadership, we suggest that school leaders, teachers, and other staff members practice this when cultivating PAL to build capacity and ownership among staff. The study concludes that PLC could be a strategy for cultivating PAL when combined with internal and/or external PAL expertise. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2024.2419076 |
