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What were the participants’ (teachers’ and children’s) reactions to the
programme?
What were the Principal’s thoughts and perspectives on the programme?
Facilitation of the professional development programme.
The PDP delivered
during both stages was provided on an individualised contextualised basis on site for
approximately one hour a week for each teacher. This was facilitated according to the
school’s physical education timetable (Appendix O). The researcher/facilitator was on
site for the duration of the PDP to either, model lessons, team teach, offer a minor level
of support or observe lessons and provide feedback in non-evaluative way. There were
further opportunities for reflection during the focus groups, pre and post each stage of
the PDP. Incidental conversations contributed to more informal support guided by
social constructivist theory. Teachers were also provided with schemes, lesson plans
and other necessary resources to help inform their learning. The lesson plans were
linked to the curriculum and allowed for continuity and progression. The study was
designed to cater for all circumstances, such as teachers changing class levels, facilities
being unavailable due to other activities, teachers out sick etc. The support provided
during the PDP changed as the programme progressed and this was anticipated when
designing the programme. As the teachers continued to learn, their needs developed
and changed. This change required the support to move from a more direct
methodology of knowledge transfer, through modelling (stage 1), to a more indirect
methodology, where-by the teachers began to plan and organise for themselves with the
facilitator providing feedback (stage 2).
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