'Really on the ball': exploring the implications of teachers' PE-CPD experience

Elliot, D.L. and Campbell, T. (2015) 'Really on the ball': exploring the implications of teachers' PE-CPD experience. Sport, Education and Society, 20(3), pp. 381-397. (doi:10.1080/13573322.2013.765400)

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Abstract

Continuing professional development (CPD) is currently high on the Scottish Education agenda. Recent curriculum reform in Scotland, with the introduction of Curriculum for Excellence, places physical education (PE) at the forefront for its role in directly supporting learners' mental, emotional, social and physical well-being. This emphasis on PE, along with concerns about the health of the nation, has resulted in a nationwide initiative providing non-specialist teachers of primary PE with the opportunity to develop a specialism in the subject through government-funded CPD programmes at postgraduate level. Using Knowles' andragogical model as a framework, this paper reports data from a larger research study that evaluated a Scottish PE-CPD initiative. This paper comprises a single case holistic study investigating the impact and implications of a PE-CPD programme through the professional learning journeys, from the outset until completion, of four teachers: a nursery teacher, a class teacher, a cluster cover teacher and a PE specialist who participated in the programme. Data were collected over one academic year using two-stage questionnaire interviews and were analysed thematically with special attention given to the emerging general themes to achieve a holistic understanding of the case. Study findings endorse the positive impact of using the andragogical model of adult learning combined with the literature-supported characteristics of effective PE-CPD programmes. Teachers' perspectives on their CPD experiences, integration of acquired learning into working contexts and teaching post-PE-CPD were then examined to determine the next steps. This led to critical reflection on the implications of the findings for the teachers' ongoing professional development. We then challenged the role that university providers play in supporting teachers' lifelong learning. Instead, we suggest new school-university partnerships and alternative ways to support capacity building and lifelong learning towards a sustainable transformational change in Scotland's primary PE.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Elliot, Dr Dely and Campbell, Mrs Theresa
Authors: Elliot, D.L., and Campbell, T.
College/School:College of Social Sciences > School of Education > Creativity Culture and Faith
College of Social Sciences > School of Education > Pedagogy Policy and Practice
Journal Name:Sport, Education and Society
Publisher:Taylor and Francis
ISSN:1357-3322
ISSN (Online):1470-1243
Published Online:11 February 2013
Copyright Holders:Copyright © 2013 Taylor and Francis
First Published:First published in Sport, Education and Society 20(3):381-397
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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Project CodeAward NoProject NamePrincipal InvestigatorFunder's NameFunder RefLead Dept
504461Educational development, research and services (Scotland) grant regulations 1999, the Primary Physical Education ProjectTheresa CampbellScottish Executive - Teachers Division (SEED-TEACH)UNSPECIFIEDED - PEDAGOGY, POLICY & PRACTICE
504462Educational development, research and services (Scotland) grant regulations 1999, the Primary Physical Education ProjectTheresa CampbellScottish Government (SCOTGOV)N/AED - PEDAGOGY, POLICY & PRACTICE
504463Educational development, research and services (Scotland) grant regulations 1999, the Primary Physical Education ProjectTheresa CampbellScottish Executive - Teachers Division (SEED-TEACH)UNSPECIFIEDED - PEDAGOGY, POLICY & PRACTICE
504464Educational development, research and services (Scotland) grant regulations 1999, the Primary Physical Education ProjectTheresa CampbellScottish Executive - Teachers Division (SEED-TEACH)UNSPECIFIEDED - PEDAGOGY, POLICY & PRACTICE