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people teach how they are taught, therefore, it was important
when modelling to ensure
best practice was modelled at all times by the facilitator.
Although a direct teaching methodology was employed on occasion, by the
facilitator, it was necessary initially to ensure teachers became familiar with content and
pedagogical content knowledge. Cognitive apprenticeship ensured that the modelling
would not become prescriptive, as the teaching strategies
employed by the facilitator
were explained and discussed with the teachers. Research on pedagogical content
knowledge in the subject of physical education exists (Rovegno, 1994) but no such
research specifically on O&AA or in the context of teachers experiencing other PDPs in
a variety of subjects simultaneously, which was
the case in the study school, was found.
To facilitate this labour and time intensive constructivist approach to learning through
this PDP could prove difficult in a number of schools due to their very nature, with
school closures,
absent teachers, class trips, and theme days in the school hall and so on.
This is particularly relevant to professional development for physical education where
the subject may be dependent on a school hall or the weather, if outside, for provision of
physical education. Other subjects at least take place in the teacher’s classroom. The
findings in this study outline the extensive opportunities that
teachers had to explore the
physical education subject content of outdoor and adventure activities, however they
also show that it is complex. Teachers need more opportunities to engage with subject
content and to develop understanding of the nature and content
of physical education
(Borko & Putman, 1996). Teachers also need opportunities to communicate and
collaborate through communities of practice to enable sustained support. Support was
beginning to be given to teachers by teachers as knowledge and understanding were
extended. Further support was identified by teachers if the programme or
their teaching
context was to change or develop beyond that facilitated, supporting the findings of
Armour and Duncombe (2004), and O’ Sullivan and Deglau (2006) in their studies
where effective professional development requires on-going support to extend practice.
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