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was developed as an element of the PDP, promoting active learning.
Kirk and
MacDondald (1998) argue that constructivist learning is multidimensional therefore
various teaching methods should not be ruled out but be seen as on a continuum with
instructional methods at one end and constructivism at the other. This study was
informed by the social constructivist approach and consequently opportunities for
learning became a collective process involving the whole school and through the
teachers’ interactions with the facilitator (Patton, Parker & Neutzling, 2011), each other,
their environment and the children.
Therefore,
social constructivism, embodied in the theory of cognitive
apprenticeship (Collins et al., 1987; Collins et al., 1991), in Caffarella’s Interactive
Model of Programme Planning (Caffarella, 2002) and in Joyce and Showers Model of
In-service Education and Training (Joyce & Showers, 1988) aligned with the principles
of effective physical education professional development provided a framework for the
development of the PDP. The framework is as follows:
1.
Context knowledge and developing a partnership
2.
Negotiating programme implementation
3.
Developing the programme (resources and materials)
4.
Formal communication
of information and theory
a.
Modelling: using theory of cognitive apprenticeship
b.
Simulated Practice: trying out new skills in controlled conditions
c.
Coaching for application: support while practicing the new skill
d.
Feedback: discussion and reflection on outcomes of the above
5.
Evaluation
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