Conceptual framework. Allied to the theoretical framework is the reality that
the research is being conducted for evaluative purposes. The research framework for
this study is based on the professional development cycle outlined by Early and Bubb
(2004) (Figure 3.1) and the professional development levels of evaluation informed by
Guskey (2000) (Figure 3.2).
85
Figure 3.1 The professional development cycle (Earley & Bubb, 2004)
Figure 3.2 Levels of evaluation of professional development
(Guskey, 2000, p. 82)
Identification of
professional
development
needs
Analysis of
needs
Planning and
designing
programmes
Implementation
of CPD
Monitoring of
CPD
Evaluation of
CPD and its
impact
Level 1 Participants' reactions
Level 2 Participants' learning
Level 3 Organisation support and
change
Level 4 Participants' use of new
knowledge and skills
Level 5 Student learning outcomes
86
The research framework is outlined in Figure 3.3. Earley and Bubb’s
professional development cycle informed the facilitation phases of the professional
development programme. The evaluation of the professional development programme
was informed by Guskey’s critical levels of evaluation of professional development.
The purpose of phase 1 was to understand the case prior to any professional
development facilitation. The data gathered established the practices and perspectives
of the teachers and children in relation to physical education. It also identified teachers’
professional development needs within the study school. The data gathered informed
phase 2, the design and implementation of the professional development programme,
and the necessary supporting resources were planned and produced. Phase 3
investigated the impact of the implementation of the professional development
programme, to inform further support which was to be offered to the teachers in order to
ensure quality delivery of Outdoor and Adventure Activities. Phase 4 occurred 6
months after the initial programme and during this phase continued professional
development was available to teachers as they taught the O&AA strand themselves.
The aims, objectives and methodology for each of the phases will now be outlined.
87
Figure 3.3 Framework for the research study adapted from Earley and Bubb (Figure 3.1) and Guskey (Figure 3.2).
Identification and analysis
of professional development
needs
Planning and designing
programmes
