“Does Anyone Even Care That I’m Down Here?”: Creating Shared Values in a District-Wide Physical Education Professional Learning Community

Abstract

Purpose: Physical education teachers often report feeling isolated due to being the only specialist in a building. Professional learning communities (PLCs) are spaces where individuals who hold shared goals come together to build connections, allowing educators to feel connected, valued, and empowered. The authors sought to explore the shared values created by a PLC and the process through which that value emerged. Method: The authors facilitated a PLC for eight physical education teachers within one midsized school district and collected interview and meeting audio data to explore the process and outcomes of the PLC. Results: Coding using a Value Creation Framework revealed themes of building common ground, support for big and small problems of practice, and an increased connection with other school faculty. Discussion: Teachers were able to build a supportive network where ideas could be traded, partner support was provided, and problems of practice were discussed.

Bridging the Gap: Integrating Theory and Practice for Early Childhood Physical Education Teacher Education in Korea

“…Moreover, establishing learning communities for teachers through collaborative learning is an important strategy for integrating theory and practice in terms of not only teachers' professional competency but also the cultivation of a practical approach. This indicates the effectiveness of a "professional learning community" that can enhance teaching capabilities by sharing knowledge and creating new knowledge through cooperation between teachers [32].…”