Mapping Physical Education Teachers' Professional Learning and Impacts on Pupil Learning in a Community of Practice in South Korea

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Autor/inn/en	Yoon, Keejoon; Armour, Kathleen M.
Titel	Mapping Physical Education Teachers' Professional Learning and Impacts on Pupil Learning in a Community of Practice in South Korea
Quelle	In: Physical Education and Sport Pedagogy, 22 (2017) 4, S.427-444 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armour, Kathleen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2016.1268589
Schlagwörter	Physical Education Teachers; Qualitative Research; College Faculty; Communities of Practice; Teaching Methods; Secondary School Teachers; Secondary School Students; Ethical Instruction; Educational Practices; Constructivism (Learning); Teacher Behavior; Questionnaires; Focus Groups; Grounded Theory; Transfer of Training; Ethics; Outcomes of Education; Foreign Countries; Teacher Attitudes; Behavior Change; Semi Structured Interviews; Observation; South Korea + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Qualitative Forschung; Fakultät; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Ethics instruction; Teaching of ethics; Ethikunterricht; Bildungspraxis; Teacher behaviour; Lehrerverhalten; Fragebogen; Training; Transfer; Ausbildung; Ethik; Lernleistung; Schulerfolg; Ausland; Beobachtung; Korea; Republik
Abstract	Background: A new national physical education (PE) curriculum has been developed in South Korea and PE teachers have been challenged to deliver new transferable educational outcomes in character development through PE. In one geographical area, in order to support teachers to make required changes, a Communities of Practice (CoP) approach to continuing professional development (CPD) was adopted. Rather than being based in a single-school, this CoP brought PE teachers together from a number of schools with the aim of sharing learning and impacting on pedagogies, practices and pupils' learning in character development through PE. Aims: To map and analyse the ways in which teachers (i) learnt about character education in a CoP, (ii) used this learning to inform their pedagogies and practices, and (iii) impacted on pupil learning in and beyond PE. Method: The participants were a university professor, 8 secondary school PE teachers from 8 different schools and 41 pupils. Data collection was undertaken in two phases in Autumn 2014 and Spring 2015. In-depth qualitative data were collected in the CoP and the teachers' schools using individual interviews, focus groups with pupils, observations of lessons, open-ended questionnaires and document analysis. Data were analysed using a constructivist revision of grounded theory. Findings: There was clear evidence of teacher learning in the CoP and changes to their pedagogies and indirect teaching behaviours (ITBs). Pupils were also able to identify the new intended learning about character development at both cognitive and behavioural levels, although there was little evidence of understanding about or intention to transfer this learning beyond PE (which was the original aim of the Government's character education initiative). Barriers to teacher and pupil learning are also discussed. Conclusion: Teachers' professional learning in the CoP impacted on the development of both teachers' pedagogies and ITBs which then influenced pupils' learning, however, linking teachers' professional learning to pupils' learning remains challenging. This study has added further insights into the complexity of the processes linking policy, teachers' learning and pupils' learning outcomes. While it was possible to trace clear pathways from the CoP to teachers' learning, and in some cases to pupils' learning, it was also apparent that a wide range of factors intervened to influence the learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01