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The main findings from this chapter which will inform
the research design are as
follows:
The strand identified as the starting point for the PDP was Outdoor and
Adventure Activities as only one of the teachers taught this strand
previously and the teachers had little or no subject content knowledge in
this area.
The teachers must gain confidence and competence in teaching physical
education.
Resources and materials would have to be sourced for the PDP.
The PDP should aim to expand teachers teaching methodologies beyond
direct teaching and improve children’s learning experiences.
Teachers wanted a PDP which is relevant to them in their class teaching.
Teachers were encouraged by the fact that all the staff would participate.
The PDP should aim to show teachers
and children what physical
education is and that the physical education curriculum is doable, within
their context.
The PDP should aim to offer children a broad variety of activities which
are fun and enjoyable, reaching recommended
activity levels, while
ensuring that quality learning is occurring.
The findings from this chapter along with the research described in chapter two
informed the PDP design, which is outlined in chapter five. Having established an
understanding of the case, activities and resources would need to be sourced and/or
designed which would support the curriculum and could be facilitated in the school’s
context. Teachers’ needs were varied and each class context was different therefore
individualised professional development was to be investigated and
incorporated into
the professional development programme design.
The research in study one – understanding the case – used mixed methods, and
based on the findings of each of the methods it was decided that qualitative methods
would be the primary methodology used during the next phase of the research study.
The benefits of qualitative research methods are outlined in chapter three however some
of the benefits based on chapter four findings are outlined briefly here. Focus group
interviews would provide the study with the in-depth and rich data that would be
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required in order to evaluate the process and impact of the professional
development
programme more fully than quantitative methods. The use of focus groups would
ensure leadership by the Principal in providing a time and place for focus groups to
occur and also allow time for discussion and reflection by both the teachers and the
children. This facilitation of focus groups would allow teachers time to discuss and
reflect as necessary on the professional development they were experiencing while
simultaneously collecting research data. Observations
throughout the planned
programme supported by field notes would further enrich the data.