Conclusion
Some issues have arisen and lessons learned from previous experiences of
professional development both nationally and internationally, with primary school
teachers in all areas and more specifically in the area of physical education.
Understanding how researchers over time have come to see professional development;
its requirements in design and delivery; its positive and effective features and how it can
effect teacher change has informed the research questions in this study. Some key
findings which have arisen from reviewing the literature on teacher change, relating to
professional development and exploring the history of education reform and teacher
change in Ireland are as follows:
The consistent curricular reform occurring internationally and nationally
over the past century, which requires teachers to constantly change
The lack of provision by the government to adequately provide for and
support curricular reform, which has led to teacher apathy, in trying to
change
The limitations of content knowledge based professional development,
but also its importance as a starting point in many areas of the curriculum
and also in acquiring pedagogical content knowledge
Increased knowledge (both content and pedagogical knowledge) can
bring about change in teaching practices
The many features of effective professional development and the
importance of establishing the most effective of these in relation to the
teachers and the school
The necessity of evaluating professional development programmes
The need for a national professional development in physical education
framework whereby all stakeholders in professional development are
involved
For the purposes of this study the features of effective professional development,
the characteristics of positive teacher change, along with the lessons learned from
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previous professional development provision in Ireland will be paramount in informing
the professional development programme at the centre of this study. Initially, the
teachers in the study school will be required to complete a professional development
needs analysis based on physical education following a review of their current teaching
practices in physical education. Once this is established the programme can be
designed, in agreement with the teachers, ensuring that they contribute to how they
might see relevant opportunities for professional development occurring in their school
and/or classrooms. As time for planning, discussion and reflection and feedback was a
key factor in effective professional development, time to facilitate this will have to be
negotiated with the teachers and the Principal within school time which according to the
research is the time most requested by teachers.
Many contextual difficulties, in relation to schools and strand implementation,
have been discussed in this chapter and in order to be aware of these and account for
them in any professional development programme, periods of observation in the school
will have to be part of the research design. As research in Ireland, on teachers’ practices
in physical education, has indicated that most lessons taught are games based and to
redirect this imbalance in schools it would be important that any professional
development in a primary school consider programmes to support teachers in creative
dance, gymnastics and outdoor and adventure activities, initially. The evaluation of the
professional development programme, from design to outcome is critical, in order to
show the impact of the programme and the principles which might bring about change.
From this review it is evident that any evaluation should use a multitude of research
methods. For example a combination of qualitative methods including interviews with
the key stakeholders (Principal, teachers and children) and direct observations of
teachers prior to, during and post the PDP appear warranted. Chapter three will detail
the research design and the methods of data collection to be used in evaluating the
professional development programme in this study.
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