Teaching outdoor and adventure activities: an investigation of a primary school physical education professional development p

Conclusion 
Some issues have arisen and lessons learned from previous experiences of 
professional development both nationally and internationally, with primary school 
teachers in all areas and more specifically in the area of physical education.
Understanding how researchers over time have come to see professional development; 
its requirements in design and delivery; its positive and effective features and how it can 
effect teacher change has informed the research questions in this study. Some key 
findings which have arisen from reviewing the literature on teacher change, relating to 
professional development and exploring the history of education reform and teacher 
change in Ireland are as follows: 
The consistent curricular reform occurring internationally and nationally 
over the past century, which requires teachers to constantly change 
The lack of provision by the government to adequately provide for and 
support curricular reform, which has led to teacher apathy, in trying to 
change 
The limitations of content knowledge based professional development, 
but also its importance as a starting point in many areas of the curriculum 
and also in acquiring pedagogical content knowledge 
Increased knowledge (both content and pedagogical knowledge) can 
bring about change in teaching practices 
The many features of effective professional development and the 
importance of establishing the most effective of these in relation to the 
teachers and the school
The necessity of evaluating professional development programmes
The need for a national professional development in physical education 
framework whereby all stakeholders in professional development are 
involved 
For the purposes of this study the features of effective professional development, 
the characteristics of positive teacher change, along with the lessons learned from 

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previous professional development provision in Ireland will be paramount in informing 
the professional development programme at the centre of this study. Initially, the 
teachers in the study school will be required to complete a professional development 
needs analysis based on physical education following a review of their current teaching 
practices in physical education. Once this is established the programme can be 
designed, in agreement with the teachers, ensuring that they contribute to how they 
might see relevant opportunities for professional development occurring in their school 
and/or classrooms. As time for planning, discussion and reflection and feedback was a 
key factor in effective professional development, time to facilitate this will have to be 
negotiated with the teachers and the Principal within school time which according to the 
research is the time most requested by teachers. 
Many contextual difficulties, in relation to schools and strand implementation, 
have been discussed in this chapter and in order to be aware of these and account for 
them in any professional development programme, periods of observation in the school 
will have to be part of the research design. As research in Ireland, on teachers’ practices 
in physical education, has indicated that most lessons taught are games based and to 
redirect this imbalance in schools it would be important that any professional 
development in a primary school consider programmes to support teachers in creative 
dance, gymnastics and outdoor and adventure activities, initially. The evaluation of the 
professional development programme, from design to outcome is critical, in order to 
show the impact of the programme and the principles which might bring about change. 
From this review it is evident that any evaluation should use a multitude of research 
methods. For example a combination of qualitative methods including interviews with 
the key stakeholders (Principal, teachers and children) and direct observations of 
teachers prior to, during and post the PDP appear warranted. Chapter three will detail 
the research design and the methods of data collection to be used in evaluating the 
professional development programme in this study.

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