A Three-Legged Stool: Teachers' Views of Junior Cycle Physical Education Curriculum Change

Autor/inn/en	O'Sullivan, Mary; Moody, Brigitte; Parker, Melissa; Carey, Michael
Titel	A Three-Legged Stool: Teachers' Views of Junior Cycle Physical Education Curriculum Change
Quelle	In: European Physical Education Review, 28 (2022) 2, S.482-499 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parker, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X211053811
Schlagwörter	Foreign Countries; Physical Education Teachers; Teacher Attitudes; Curriculum Development; Attitude Change; Teaching Methods; Beliefs; Educational Change; Faculty Development; Secondary Education; Teacher Role; Change Agents; Secondary School Teachers; Educational Policy; Ireland + Suchen Sie Ihr Suchwort? Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Bildungsreform; Sekundarbereich; Lehrerrolle; Politics of education; Bildungspolitik; Irland
Abstract	The purpose of this paper was to examine Irish Physical Education teachers' views on curriculum change at the beginning of its implementation stage, with a particular focus on revision to the Physical Education curriculum and the new Wellbeing programme. In the light of these revisions, teachers were asked to make considerable changes to their beliefs and pedagogical approaches. Teacher change theory provided a lens through which to examine teachers' views. We reimaged the three aspects of teacher change as a triangle or 'three-legged stool' where the three elements of curriculum materials/resources, pedagogy, and beliefs combine to offer a sense of security to sustain the impending changes. A survey and a series of semi-structured interviews provided data and in total 119 second level Physical Education teachers participated. Analysis was conducted using descriptive statistics of quantitative data and inductive and deductive analysis of qualitative data. Three themes were developed: A Learning Focus, Embracing Change, and Curriculum Enactment. Contrary to recent findings in the change literature, the teachers in this study welcomed curriculum changes as their beliefs aligned with the purpose of the reform of Physical Education. The results indicated that the new curriculum was catching up with teachers' core beliefs about the purpose of Physical Education. However, in line with recent research, teachers were sceptical about ongoing support for resourcing and continued professional development. In conclusion, the 'three-legged stool of sustained change has the potential to be unbalanced thereby maintaining teacher buy-in to the new reforms is potentially fragile. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01