More than glimpses in the mirror: an argument for self-study in the professional learning of physical education teachers

Abstract

The purpose of this article is to advocate for, engage with and disseminate to readers the concepts of teacher self-study as an important aspect of lifelong physical education teacher learning and education. Self-study has an important role to play by providing context and real-world understanding for physical education teachers who feel disconnected by continuing professional learning (CPL) practices. I argue that self-study, a methodological approach to understanding practice and professional learning that uncovers deeper understandings about the relationship between learning and teaching, offers opportunities that have only recently been considered. To conclude I present a rationale for self- study to be taken more seriously highlighting implications to CPL program development and physical education teacher education curriculum design and implementation.