Chapter 8: Collective action for learning, improvement, and redesign

Hal A. Lawson, Steven Estes, Emily Jones, Stephanie A. Morris, Hans van der Mars, Zac Beddoes, Murray F. Mitchell, Phillip Ward

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

The pandemic, imperatives for human and civil rights, growing economic challenges, new accountability requirements, and distance-delivered learning technologies are reminders of novel 21st-century needs, problems, challenges, and opportunities. All demand a sense of urgency. Building on selected traditions and achievements, today’s futuristic planning offers timely opportunities to make history. Founded on the idea of a physical education system—with roles and responsibilities for every stakeholder (e.g., teacher, teacher educator)—this new agenda transcends what individuals can accomplish. It requires collective action. Collective action necessitates special formations, such as professional learning communities; social networks; and partnerships among schools, communities, universities, and professional associations, both state and national. In turn, these formations require organizers and facilitators. Examples illustrate collective action’s potential, also indicating why it must be a shared priority for professional education, professional development, and professional associations.

Original languageEnglish (US)
Pages (from-to)412-422
Number of pages11
JournalJournal of Teaching in Physical Education
Volume40
Issue number3
DOIs
StatePublished - Jul 2021
Externally publishedYes

Keywords

  • Design science
  • Networked community of practice
  • Partnership
  • Professional learning community
  • University–school partnerships

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Education
  • Physical Therapy, Sports Therapy and Rehabilitation

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