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To familiarise myself as professional development facilitator with
teacher
needs and knowledge base
To propose a schedule of professional development provision for the
initial and follow-up O&AA programmes
Methodology.
The schemes, lesson plans and resources were compiled using the
Resource Materials for Teaching Physical Education in Primary Schools (Primary
Schools' Sports Initiative, 2006) and other supplementary resources as well as
knowledge gained as indicated in phase 1. Field notes of the
process involved were
made. Models of professional development were reviewed to establish best practice.
All support was teacher led.
Phase 3 - Process evaluation of stage 1 of the professional development
programme.
Aim.
To investigate the process of the professional development programme
provision
Secondary research questions.
What were the practices and perspectives
of the teachers during the
implementation phase of the programme?
What types of support were requested and around which areas most
support required?
Was support required to be contextualised and sustained?
Were there indications being exhibited that either supported the
programme or otherwise?
What were the children’s opinions regarding the programme?
What was the impact of the programme on the physical activity of the
children, and
the various lesson contexts, during physical education
lessons?
Methodology.
During the professional development programme facilitation field
notes and observations were kept outlining what type of support was provided. Focus
group interviews
were carried out, on completion of this initial stage of the professional
development programme, with both teachers and children
to ascertain if programme
objectives were achieved. Child activity levels, lesson context (management,
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knowledge, skills, fitness and games) and teacher instruction were quantified using a
validated (McKenzie, 2005),
direct observation instrument, SOFIT (System for
Observing Fitness Instruction Time).
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