“I Learned More at Lunchtime”: Guideposts for Reimagining Professional Development

While professional development (PD) initiatives for practicing teachers are not new, an increasing body of research has contributed to a growing understanding of what constitutes effective practice in physical education. Findings indicate an enhanced recognition of the importance of providing teachers with PD opportunities where learning is aligned, coherent, and sustained. Yet, PD practice in physical education remains largely unchanged. The purpose of this article is to close the theory–practice gap by identifying what researchers have come to know as core features of effective PD and by providing examples of what these look like in practice. The article concludes with strategies for teachers and schools to begin to engage in meaningful PD experiences.