148
All the class teachers in the school were involved in the PDP (28 teachers year
2006-2007 and 27 teachers in 2007-2008 – Appendix O). The school has an existing
partnership with the college of education in which the
researcher is employed, in that it
hosts many of the college’s students on teaching practice at various times throughout
the year. The researcher would also be known in her capacity as a lecturer in education
to many of the more recently qualified teachers in the school. These were the
foundations on which the partnership between school
and researcher were to be
expanded, specifically in the area of physical education.
Negotiating PDP implementation.
Component two of the planning framework
was to negotiate when the PDP would take place and what it should consist of. It was
decided based on the findings in chapter four and the time of year, to
start the whole
school PDP with O&AA during term two, March – April 2007. A break would follow
this to allow time for consolidation and review for both the teachers and the researcher.
The teachers were free to teach any aspect of physical education they wished during this
time. It was considered very important that teachers should have time available to them
to allow them to apply what they had learned initially in
the PDP with the continued
support of the researcher as necessary, therefore teachers agreed to teach the O&AA
strand with continuing support early the following academic year (October-November
2007). As the PDP was contextualised there was no negotiation as to when during the
school day the PDP would take place. The unit of work consisted of six lessons, each of
which took place during the classes’ timetabled physical education slot (Appendix P).
Due to school closures for various reasons (elections,
religious days of obligation, staff
meetings etc.) it took nine weeks to complete the unit of work for the entire school.
Dostları ilə paylaş: