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other professional development initiatives primarily in the areas of numeracy and
literacy which are currently undergoing international review and reform, requiring
further teacher change. Generalist teachers work in isolation and opportunities for
collaboration are diminished as a result.
The current study revealed that where a whole school approach is taken, teachers
with a shared vision can collaborate and a sense of collegiality leading to a community
of practice may be possible. By better understanding the duration and types of support
that make a difference for teachers, teacher development facilitators can create
opportunities that will maximise teachers’ chances for becoming accomplished teachers
of physical education.
No studies have examined programmes of professional development concerning
outdoor and adventure activities in primary education. This study is important as it
explored professional development in O&AA in a primary context. It also revealed that
explicitly addressing O&AA as part of the physical education curriculum increases
primary school children’s interest in physical education and has shown that physical
education is not just for the ‘games player’.
The findings also show that teaching and learning in O&AA has become an
important part of the planning and programming in this school.
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