Subtopic Deep Dive

Teacher Development in Physical Education
Research Guide

What is Teacher Development in Physical Education?

Teacher Development in Physical Education examines professional learning, mentoring, reflective practices, and initial training for PE teachers to enhance instructional quality and student outcomes.

This subtopic analyzes initial teacher education programs, ICT integration, formative assessment training, and teacher perceptions in PE contexts. Key studies include Romero-Martín et al. (2017, 114 citations) on formative assessment and ICT in initial training, and Tearle and Golder (2008, 101 citations) on ICT preparation for PE teachers. Approximately 10 high-citation papers from 2006-2021 focus on teacher profiles, cultural diversity, and COVID adaptations.

Curated Papers

Key Challenges

Why It Matters

Teacher development directly improves PE delivery, fostering inclusive programs and active lifestyles among students (Tearle and Golder, 2008). Programs emphasizing formative assessment and ICT enhance communication skills and instructional effectiveness (Romero-Martín et al., 2017). Training addressing cultural diversity ensures equitable education (Dagkas, 2007), while reflective practices during crises like COVID-19 sustain professional identity (Hortigüela Alcalá et al., 2021).

Key Research Challenges

ICT Integration in Training

Preparing PE teachers for ICT use in compulsory education remains inconsistent across programs. Tearle and Golder (2008) found university-school mismatches in ICT preparation. Romero-Martín et al. (2017) highlight gaps in perceived competence acquisition.

Formative Assessment Adoption

Teachers inconsistently apply formative and shared assessment despite training. Barrientos Hernán et al. (2019) link this to influences from initial and ongoing formation. Initial programs undervalue reflective practices for assessment.

Cultural Diversity Preparedness

PE teachers lack strategies for culturally diverse classes. Dagkas (2007) reveals cross-cultural gaps in knowledge and practices. Student perceptions expose biases in teacher profiles (Gutiérrez et al., 2007).

Essential Papers

Formative assessment, communication skills and ICT in Initial teacher education

Rosario Romero-Martín, Francisco Javier Castejón Oliva, Víctor Manuel López Pastor et al. · 2017 · Comunicar · 114 citations

The purpose of this study is to analyze the perception of students, graduates, and lecturers in relation to systems of formative and shared assessment and to the acquisition of teaching competences...

The use of ICT in the teaching and learning of physical education in compulsory education: how do we prepare the workforce of the future?

Penni Tearle, Gill Golder · 2008 · European Journal of Teacher Education · 101 citations

Abstract This paper reports on research into the use of ICT within a one‐year initial teacher education (ITE) course in the UK, specialising in physical education (PE). The study examined how the c...

¿Por qué hago evaluación formativa y compartida y/o evaluación para el aprendizaje en EF? La influencia de la formación inicial y permanente del profesorado (Why do I do Formative and Share Assessment and/or Assessment For Learning in Physical Education?)

Emilio Barrientos Hernán, Víctor Manuel López Pastor, Dario Pérez-Brunicardi · 2019 · Retos · 48 citations

La finalidad de este artículo es analizar si una muestra intencionada de profesores y maestros de educación física (EF) utilizan sistemas de evaluación formativa y compartida (EFyC) y/o de evaluaci...

El pensamiento del alumnado inactivo sobre sus experiencias negativas en educación física: los discursos del rendimiento, salutismo y masculinidad hegemónica. [Inactive student thinking on their negative experiences in physical education: discourses of performance, healthism and hegemonic masculinity].

Vicente J. Beltrán‐Carrillo, José Devís‐Devís · 2018 · RICYDE Revista Internacional de Ciencias del Deporte · 41 citations

El propósito de este estudio es el análisis del pensamiento de los estudiantes inactivos sobre sus experiencias negativas en educación física y los discursos sociales asociados a ellas. Siete estud...

Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

David Hortigüela Alcalá, Alejandra Hernando Garijo, Ángel Pérez Pueyo · 2021 · Retos · 36 citations

The way in which Physical Education (PE) is conceived has changed radically in a matter of months. This means that the professional identity of the teaching staff has had to be reconstructed and ad...

Exploring teaching practices in physical education with culturally diverse classes: a cross‐cultural study

S. Dagkas · 2007 · European Journal of Teacher Education · 34 citations

This is a cross‐cultural comparative study that sets out to explore teachers' knowledge, understanding and practices of the teaching of Physical Education (PE) to students from different cultural b...

Perfil de la educación física y sus profesores desde el punto de vista de los alumnos. (Physical education and their teachers’ profile from the pupils’ viewpoint)

Melchor Gutiérrez, Cristina Pilsa-Doménech, Elisa Torres-Benet · 2007 · RICYDE Revista Internacional de Ciencias del Deporte · 33 citations

punto de vista de los alumnos.Physical education and their teachers' profile from the Physical education and their teachers' profile from the pupils' viewpoint.pupils' viewpoint.

Reading Guide

Foundational Papers

Start with Tearle and Golder (2008, 101 citations) for ICT in initial PE training, Dagkas (2007, 34 citations) for cultural practices, and Gutiérrez et al. (2007, 33 citations) for student views on teachers.

Recent Advances

Study Romero-Martín et al. (2017, 114 citations) on assessment/ICT, Barrientos Hernán et al. (2019, 48 citations) on assessment influences, and Hortigüela Alcalá et al. (2021, 36 citations) on COVID adaptations.

Core Methods

Core techniques are perception surveys (Cárcamo-Oyarzún, 2012), formative/shared assessment analysis (Romero-Martín et al., 2017), cross-cultural comparisons (Dagkas, 2007), and teacher questionnaires (Cañabate Ortíz et al., 2019).

How PapersFlow Helps You Research Teacher Development in Physical Education

Discover & Search

Research Agent uses searchPapers and exaSearch to find papers like Tearle and Golder (2008) on ICT in PE teacher training, then citationGraph reveals forward citations such as Romero-Martín et al. (2017), while findSimilarPapers uncovers related works on formative assessment.

Analyze & Verify

Analysis Agent applies readPaperContent to extract training methodologies from Barrientos Hernán et al. (2019), verifies claims with verifyResponse (CoVe) against student perception data in Cárcamo-Oyarzún (2012), and runs PythonAnalysis for citation trend stats with GRADE grading on evidence strength.

Synthesize & Write

Synthesis Agent detects gaps in ICT-cultural diversity integration across Dagkas (2007) and Tearle (2008), flags contradictions in teacher profiles (Gutiérrez et al., 2007), then Writing Agent uses latexEditText, latexSyncCitations, and latexCompile to produce a LaTeX review with exportMermaid diagrams of training workflows.

Use Cases

"Analyze citation trends in PE teacher ICT training papers"

Research Agent → searchPapers('ICT physical education teacher training') → Analysis Agent → runPythonAnalysis(pandas citation trend plot) → matplotlib graph of 2008-2021 trends from Tearle (101 cites) to recent works.

"Draft a LaTeX review on formative assessment in PE teacher development"

Synthesis Agent → gap detection on Romero-Martín (2017) and Barrientos Hernán (2019) → Writing Agent → latexEditText(structure review) → latexSyncCitations → latexCompile → PDF with teacher training model diagram.

"Find code examples from PE pedagogy papers for simulation models"

Research Agent → paperExtractUrls on recent Retos papers → Code Discovery → paperFindGithubRepo → githubRepoInspect → Python scripts simulating student activity data from Sport Education units (Viciana et al., 2019).

Automated Workflows

Deep Research workflow conducts systematic reviews of 50+ PE teacher papers, chaining searchPapers → citationGraph → GRADE grading for structured reports on ICT evolution (Tearle, 2008 onward). DeepScan applies 7-step analysis with CoVe checkpoints to verify formative assessment impacts (Barrientos Hernán et al., 2019). Theorizer generates hypotheses on COVID-era teacher adaptation from Hortigüela Alcalá et al. (2021).

Try Doxa for Teacher Development in Physical Education Research

Frequently Asked Questions

What is Teacher Development in Physical Education?

It covers initial training, mentoring, reflective practices, and professional learning for PE teachers to improve instruction and student socialization.

What are key methods in this subtopic?

Methods include surveys of teacher/student perceptions (Gutiérrez et al., 2007; Cárcamo-Oyarzún, 2012), cross-cultural studies (Dagkas, 2007), and analysis of formative assessment training (Romero-Martín et al., 2017).

What are the most cited papers?

Top papers are Tearle and Golder (2008, 101 citations) on ICT training, Romero-Martín et al. (2017, 114 citations) on assessment/ICT, and Barrientos Hernán et al. (2019, 48 citations) on assessment adoption.

What open problems exist?

Challenges include bridging ICT training gaps (Tearle and Golder, 2008), ensuring formative assessment uptake (Barrientos Hernán et al., 2019), and preparing for cultural diversity (Dagkas, 2007).