Professional Development for Physical Education Teachers: A Participatory Approach to Identifying Learning Needs

Autor/inn/en	Kahts-Kramer, Samantha; Wood, Lesley
Titel	Professional Development for Physical Education Teachers: A Participatory Approach to Identifying Learning Needs
Quelle	In: South African Journal of Education, 43 (2023) 2, Artikel 2213 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kahts-Kramer, Samantha) ORCID (Wood, Lesley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Faculty Development; Educational Needs; Physical Education; Physical Education Teachers; Action Research; Transformative Learning; Evidence Based Practice; Teacher Attitudes; Disadvantaged Schools; Teaching Methods; Reflection; Peer Relationship; Educational Policy; Student Evaluation; Teacher Administrator Relationship; Coping; Participatory Research; Foreign Countries; Elementary School Teachers; South Africa + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Projektforschung; Pädagogische Transformation; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Politics of education; Bildungspolitik; Schulnote; Studentische Bewertung; Bewältigung; Forschungstätigkeit; Ausland; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Predetermined professional development (PD) programmes delivered by external experts are the usual approach to enhancing the teaching of physical education (PE) in disadvantaged school contexts. This generally does not result in sustained learning and development once the PE professionals withdraw. Addressing the lack of teacher- and context-driven PD, we propose an evidence-based, collaborative, and transformative PD approach that involves teachers themselves in designing, implementing, and evaluating ongoing learning opportunities suited to their context. To enable teachers to improve their practice in a sustainable manner, we adopted a participatory action learning and action research design, using qualitative data generation tools. With this article we report on the first cycle, namely that of action and reflection, where teachers generated and analysed qualitative data to identify their learning needs. Four themes emerged, namely (1) the need to interpret and adapt the Curriculum and Assessment Policy Statement (CAPS) (2); ability to teach PE in their specific low-resource context while; (3) generating support from colleagues and management, and (4) coping with systemic issues impacting on their teaching. We discuss the implications of these needs for the continuing PD of teachers. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01