Guidelines for Action Learning as Professional Development to Transform Physical Education in Low Resourced Primary Schools in South Africa

Autor/inn/en	Kahts-Kramer, Samantha A.; Wood, Lesley
Titel	Guidelines for Action Learning as Professional Development to Transform Physical Education in Low Resourced Primary Schools in South Africa
Quelle	In: Action Learning: Research and Practice, 20 (2023) 2, S.100-115 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kahts-Kramer, Samantha A.) ORCID (Wood, Lesley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2023.2211936
Schlagwörter	Guidelines; Experiential Learning; Faculty Development; Physical Education; Disadvantaged Schools; Elementary School Teachers; Foreign Countries; Barriers; Evidence Based Practice; Educational Environment; Student Needs; Teacher Collaboration; Planning; South Africa + Suchen Sie Ihr Suchwort? Richtlinien; Experiental learning; Erfahrungsorientiertes Lernen; Körpererziehung; Sportunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerkooperation; Ablaufplanung; Planungsprozess; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Continuing professional development (CPD) within a low resourced education environment necessitates context specific and needs-driven learning, particularly in Physical Education (PE) where personal and systemic barriers impede negatively on teachers and children's educational experiences. This paper provides evidence-based guidelines as to how an action learning approach to CPD for PE might empower teachers to direct their own learning within low resource environments. A participatory action learning and action research design, using qualitative data generation methods, guided the inquiry. Ten teachers from two low resourced schools in South Africa, through participation in an action learning process, ultimately deduced five guidelines from their reflective enquiry to guide teachers to collaborate to transform their teaching of PE. The action learning approach to CPD supports teachers to take ownership of and responsibility for their CPD within the subject of PE. Ultimately, learning how to learn, enables teachers to champion sustainable change through establishing ongoing communities of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01