Teaching outdoor and adventure activities: an investigation of a primary school physical education professional development p

A Continuous Model of Teacher Change
As outlined in chapter 2, models of teacher change show links between change 
in teacher beliefs/attitudes, changes in student learning and change in practice 
(Desimone, 2009; Guskey, 2002b; Huberman, 1995). Although the models identify 
similar aspects of change, the process through which change happens is described 
differently - a linear process (Guskey, 2002b), a cyclical process (Huberman, 1995) and 

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an inter-related process (Desimone, 2009). Change may occur in many ways, it is a 
complex process involving not just one area of change but a combination of all three 
(Sparkes, 1990). Hence based on the findings of this study, a continuous model of 
change is proposed (Figure 7.1). This model shows that change was multi-directional 
underpinned continuously by the PDP. The key features of effective professional 
development as found in this study are identified in the model and aligned with the 
change areas. 
In this study, the teachers’ experience of a contextualised programme of 
professional development which led to their enhanced knowledge and increased 
confidence aligned with their observation of its impact on children’s learning (change in 
learning) caused them to re-evaluate their understanding of physical education (change 
in beliefs). This re-evaluation along with the facilitator providing support and positive 
pressure through the programme (PDP) was the beginning of the teachers’ acceptance of 
the PDP resulting in a change in classroom practice (change in practice). The 
experiences the teachers and children engaged in as the PDP developed, reinforced and 
continued the change process. Teachers began to change classroom practices (planning 
and teaching O&AA) and with necessary organisational changes put in place (e.g. 
timetables, equipment management and organisation) they became responsible for 
further changes in children’s perceived learning. Reflection through the focus group 
interviews had a positive effect on belief change. This led to further change in the 
beliefs and attitudes of the teachers, as they developed confidence and competence. As 
teachers’ content and pedagogical content knowledge increased teachers began to seek 
out further professional development, thus continuing the process. In review of the 
literature following completion of this study, it was noted that Opfer and colleagues 
(2011) proposed that teacher change results from a complex process involving beliefs, 
motivations and practices and the way these interact with the context and structures in 
the school than solely through an accumulation of knowledge and skills gained through 
participating in a learning activity. This proposal (Opfer et al., 2011) supports the 
findings and proposed model of change resulting from this case study illustrated below.
Finally, the only way to deal with new practices is to continue to learn and effective 
professional development is a key factor in teachers’ learning. 

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Figure 7.1 A continuous model of teacher change