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Developing models of CPD to support the delivery of high quality PE teaching in primary schools

Duggan, M (2017) Developing models of CPD to support the delivery of high quality PE teaching in primary schools. In: BERA Annual Conference, 4 - 7 September 2017, University of Sussex, Brighton, UK.

Abstract

This presentation reports on the interim findings of a mixed methods research project conducted by Bath Spa University and the Football Association. The research explores primary teachers’ understandings of what constitutes high quality PE teaching and aims to establish effective CPD models for improving teachers’ confidence and competence to teach this subject. The annual funding for the Primary School PE and Sports Premium (PSPESP) is £320 million, with money going directly to schools to improve their PE and Sports provision. The Government requires schools to invest the funds wisely to ensure sustainability, e.g. up-skilling teachers to able to deliver high quality PE and sport activities for all children. The research builds on the premise that high quality PE teaching is underpinned by the same set of pedagogical principles integral to other core subjects. The aim of the research is to foreground the shared nature of these principles and to improve understanding of how these principles can be translated into practice within the context of PE. The case is made that the most effective use of PSPESP is for teachers to receive CPD, which supports understanding of how to prioritise and embed these principles into teaching. The research: A questionnaire was administered to a sample of 500 primary school teachers to gauge respondents’ understandings of what constitutes high quality PE and to measure participants’ self-assessed levels of competence and confidence to teach this subject. This qualitative and quantitative exercise was followed by the intervention, where 6 groups of 20 teachers took part in a six-hour CPD event known as ‘FA Primary Teachers Award’. The model of CPD varied between groups. For example, some groups were encouraged to complete a reflective journal for 6 weeks after the course, to record the challenges and barriers to implementing ideas and translating key learning into practice. Other groups were given additional input during the actual course on how to develop their skills to positively impact colleagues’ PE practice. All six groups completed a post- intervention questionnaire six weeks after the course. The data was analysed to look for shifts in participants’ understanding of what constitutes high quality PE and to establish whether the self-assessments of their levels of confidence and competence had changed. A sample from each group was interviewed and the emergent themes/ findings from the analysis of these semi-structured interviews and the other research methods will be shared, along with initial conclusion

Item Type: Conference or Workshop Item (Paper)
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Institute for Education
Date Deposited: 13 Sep 2017 10:27
Last Modified: 13 Sep 2017 10:27
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