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Teachers will explore a range of O&AA.
Teachers engaged with the materials,
resources and equipment and explored them over 12 one-hour lessons (carried out in 2
six week units of work in concurrent academic years). The exploration of activities was
supported during the PDP through the following options:
Modelling of complete lessons
Modelling of
activities within a lesson
Simulated practice/Team teaching – where the teacher and researcher
taught together, each teaching a different aspect of the lesson or each
working with different groups.
Simulated practice/Coaching for application - helping with organisation
of equipment, placing of controls for orienteering for example
Coaching for application/Feedback - provide feedback
to teachers who
taught the lessons or aspects of lessons themselves
Lesson briefs - time spent with a teacher going through the lesson plan to
ensure the teacher was happy with the content prior to its delivery
Feedback - discussion and reflection on outcomes of the above
The level of teachers’ engagement with
the support outlined above, during the
implementation of the PDP, is described and discussed in detail in chapters six and
seven.
Enable the teachers to provide guidance.
Teachers explored issues
underpinning the teaching of O&AA such as
pair and group work, maximum
participation, teaching styles, instruction giving, technical language,
observation of
children and feedback. Given the very nature of physical education, many of the
activities involved active learning by the teachers. The teacher will participate in an
activity and it will be through this participation that they will learn how to ‘teach’ the
activity:
The individual learner is not gaining a discrete body of abstract knowledge
which (s)he will then transport and reapply in later contexts. Instead she
acquires the skill to perform by actually engaging in
the process, under the
attenuated conditions of legitimate peripheral participation (Lave and Wenger,
1991, p. 29)
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In addition to the curriculum related content that formed the PDP, teachers also
experienced additional PD around warm-ups, cool-downs and flexibility. Although
how the PDP was to proceed within
the school is outlined above, the actual
implementation of the PDP with each teacher and class within the school is outlined in
chapter 6, process investigation and impact of the PDP.
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