<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152025000100301</article-id>
<article-id pub-id-type="doi">10.29352/mill0225.34762</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Continuous professional development of physical education teachers through collaborative professional reflection]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento profissional contínuo dos professores de educação física através da reflexão profissional colaborativa]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo profesional continuo de los profesores de educación física mediante la reflexión profesional colaborativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mukan]]></surname>
<given-names><![CDATA[Nataliya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zagura]]></surname>
<given-names><![CDATA[Fedir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lavrysh]]></surname>
<given-names><![CDATA[Yuliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Lviv Polytechnic National University  ]]></institution>
<addr-line><![CDATA[Lviv ]]></addr-line>
<country>Ukraine</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Ivan Boberskyi Lviv State University of Physical Culture  ]]></institution>
<addr-line><![CDATA[Lviv ]]></addr-line>
<country>Ukraine</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,National Technical University of Ukraine &#8220;Igor Sikorsky Kyiv Polytechnic Institute&#8221;  ]]></institution>
<addr-line><![CDATA[Kyiv ]]></addr-line>
<country>Ukraine</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<numero>26</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152025000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152025000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152025000100301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  This paper explores the pivotal role of continual reflection and collaboration for physical education teachers in advancing their professional development. The study focuses on the effectiveness of Gibbs Model and Glatthorn's collegial growth paradigm in enhancing teachers' self-reflection abilities.  Objective:  Assess the impact of collaborative group reflection on physical education teachers' professional development, utilizing Gibbs Model and Glatthorn's collegial growth paradigm. The study aims to measure changes in reflective practices and identify factors influencing teacher participation in collaborative reflection.  Methods:  The research employed pre- and post-self-assessed reflective questionnaires, focus group discussions, and peer observations. A Likert scale questionnaire measured changes in reflective skills, while focus group discussions provided qualitative insights. Peer observation rubrics assessed various teaching criteria.  Results:  Findings indicate collaborative group reflection as a valuable tool for professional development, despite challenges like time constraints. The study emphasizes leadership and peer support as positive outcomes. Quantitative analysis showed a significant increase in the level of reflection among participating teachers.  Conclusion:  The paper underscores the importance of collaboration in fostering efficient reflection for professional development among physical education teachers. Recommendations include incorporating stages from Gibbs's Reflection Cycle and Glatthorn's collegial growth paradigm in professional development programs. Rigorous analysis, including the chi-square test for independence and content analysis, ensured the validity and reliability of the study's findings, facilitating a comprehensive interpretation of the results.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  Este artigo explora o papel fulcral da reflexão contínua e da colaboração dos professores de educação física na promoção do seu desenvolvimento profissional. O estudo centra-se na eficácia do modelo de Gibbs e do paradigma de crescimento colegial de Glatthorn no reforço das capacidades de autorreflexão dos professores.  Objetivo: Avaliar o impacto da reflexão colaborativa em grupo no desenvolvimento profissional dos professores de educação física, utilizando o Modelo de Gibbs e o paradigma de crescimento colegial de Glatthorn. O estudo pretende medir as mudanças nas práticas reflexivas e identificar os factores que influenciam a participação dos professores na reflexão colaborativa.  Métodos:  A investigação utilizou questionários de reflexão pré e pós-autoavaliação, discussões em grupos de discussão e observações de pares. Um questionário de escala de Likert mediu as mudanças nas competências de reflexão, enquanto as discussões em grupos de discussão forneceram informações qualitativas. As rubricas de observação pelos pares avaliaram vários critérios de ensino.  Resultados:  Os resultados indicam que a reflexão em grupo colaborativo é uma ferramenta valiosa para o desenvolvimento profissional, apesar de desafios como as limitações de tempo. O estudo destaca a liderança e o apoio dos pares como resultados positivos. A análise quantitativa mostrou um aumento significativo no nível de reflexão entre os professores participantes.  Conclusão:  O artigo sublinha a importância da colaboração na promoção de uma reflexão eficiente para o desenvolvimento profissional dos professores de educação física. As recomendações incluem a incorporação das fases do Ciclo de Reflexão de Gibbs e do paradigma de crescimento colegial de Glatthorn nos programas de desenvolvimento profissional. Uma análise rigorosa, incluindo o teste do qui-quadrado para a independência e a análise de conteúdo, assegurou a validade e a fiabilidade das conclusões do estudo, facilitando uma interpretação abrangente dos resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Este artículo explora el papel fundamental de la reflexión continua y la colaboración para los profesores de educación física en el avance de su desarrollo profesional. El estudio se centra en la eficacia del modelo de Gibbs y el paradigma de crecimiento colegiado de Glatthorn para mejorar la capacidad de autorreflexión de los profesores.  Objetivo:  Evaluar el impacto de la reflexión grupal colaborativa en el desarrollo profesional de los profesores de educación física, utilizando el Modelo de Gibbs y el paradigma de crecimiento colegiado de Glatthorn. El estudio pretende medir los cambios en las prácticas reflexivas e identificar los factores que influyen en la participación de los profesores en la reflexión colaborativa.  Métodos:  La investigación empleó cuestionarios de reflexión pre y post autoevaluación, discusiones en grupos focales y observaciones de compañeros. Un cuestionario de escala Likert midió los cambios en las habilidades reflexivas, mientras que las discusiones en grupos de discusión proporcionaron información cualitativa. Las rúbricas de observación por pares evaluaron diversos criterios de enseñanza.  Resultados:  Los resultados indican que la reflexión colaborativa en grupo es una herramienta valiosa para el desarrollo profesional, a pesar de problemas como la falta de tiempo. El estudio destaca el liderazgo y el apoyo entre compañeros como resultados positivos. El análisis cuantitativo mostró un aumento significativo del nivel de reflexión entre los profesores participantes.  Conclusión:  El artículo subraya la importancia de la colaboración en el fomento de una reflexión eficaz para el desarrollo profesional entre los profesores de educación física. Las recomendaciones incluyen la incorporación de etapas del Ciclo de Reflexión de Gibbs y del paradigma de crecimiento colegiado de Glatthorn en los programas de desarrollo profesional. Un análisis riguroso, que incluyó la prueba de chi-cuadrado para la independencia y el análisis de contenido, garantizó la validez y fiabilidad de las conclusiones del estudio, facilitando una interpretación exhaustiva de los resultados.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[reflection]]></kwd>
<kwd lng="en"><![CDATA[collaboration]]></kwd>
<kwd lng="en"><![CDATA[physical education teachers]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[multidisciplinary university]]></kwd>
<kwd lng="pt"><![CDATA[reflexão]]></kwd>
<kwd lng="pt"><![CDATA[colaboração]]></kwd>
<kwd lng="pt"><![CDATA[professores de educação física]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[universidade multidisciplinar]]></kwd>
<kwd lng="es"><![CDATA[reflexión]]></kwd>
<kwd lng="es"><![CDATA[colaboración]]></kwd>
<kwd lng="es"><![CDATA[profesores de educación física]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[universidad multidisciplinar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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