Author: Aziz Onurhan Ahraz
ABSTRACT
While many studies have explored how Continuing Professional Development (CPD) influences the PE teaching practices, which often underline the ineffectiveness of such interventions, there is a lack of a compilation of the existing evidence specifically for in-service PE teachers. To address this oversight, the scoping review initially collected 2,086 studies published from 2002 to 2021 across multiple databases. Through title and abstract screening, 317 studies were assessed as eligible. Following the full-text review, evidence from a total of 42 studies across 386 PE teachers was synthesized. Narrative synthesization of evidence resulted in four themes: (1) Support—Internal, External and Tangible supports, (2) Barriers: Micro, Macro and Meso Level, (3) Teacher Change—Developing new skills and pedagogies, transitioning to student-centered teaching, and Confidence, and (4) Teachers Belief- Beliefs about CPD and/or PE. This review provides comprehensive and important contributions to understanding and knowledge in the professional development of PE teachers.
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