ABSTRACT
This chapter discusses the value of reflective practice for professional development. A series of autobiographical life stories, and lesson observations are included, which draw upon critical self-reflection as the basis for understanding professional identity and what constitutes good professional practice. David Brown maintains that critical self-reflection can reconstruct existing knowledge that challenges stereotypical understandings and practices in physical education. High-quality physical education has been defined by department for education and skills as giving young people the skills, understanding, desire and commitment to continue to improve and achieve in physical education. Ken Hardman alludes to high-quality teacher training as being a prerequisite for high-quality education but this must be relevant to contemporary education and requires teachers to be reflective lifelong learners. In respect of professional development in a physical education context, Zwozdiak-Myers suggests that reflective practitioners gain a degree of autonomy needed to make professional judgments in response to both major educational trends and their own unique situations.
