Beyond silos: professional learning across boundaries in an international physical education and teacher education project

Abstract

This study was developed in direct response to MacPhail and Lawson’s [MacPhail, A., & Lawson, H. A., Eds. (2021). School physical education and teacher education . Routledge] call for collective action to address the grand challenges facing the field of physical education (PE), spanning both school PE and PE teacher education, which have contributed to fragmentation and siloed practices. Boundary crossing [Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research , 81(2), 132–169. https://doi.org/10.3102/ 0034654311404435] was employed as an analytical lens to explore the influence of three interconnected collective actions on participating teachers’ professional learning. Situated within the three-year international PhysEd-Academy project, this study involved 35 teacher educators, 43 in-service teachers