- Title
- Enriching the physical education pedagogical content knowledge of foundation phase teachers
- Creator
- Kahts-Kramer, Samantha Andrea
- Subject
- Physical education and training
- Subject
- Early childhood education -- Curricula
- Date Issued
- 2021-04
- Date
- 2021-04
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/51242
- Identifier
- vital:43236
- Description
- Physical Education (PE) is vital for the holistic development of Foundation Phase learners. Foundation Phase teachers working in low resource contexts, however, being generalists rather than specialists, struggle to teach PE effectively, even when supplied with programmes by external experts. I was interested in finding out why, and what could be done to help them integrate Fundamental Movement Skills (FMS) into their teaching, to benefit their learners. I proceeded from the hypothesis that teachers should play an active part in their own development, otherwise any Continual Professional Teacher Development (CPTD) would not bring about the change desired. I argued that if CPTD training and support is embedded within their context and based on teaching philosophies that foster teacher transformation, empowerment, and advocacy, then teachers might be more likely to commit to teaching PE. My aim in this study was thus to develop a collaborative process of CPTD with Foundation Phase teachers in low resource schools to enrich their pedagogical content knowledge (PCK) of PE and FMS within their contexts of social disadvantage. I initially adopted a qualitative design, but during this study, I realised that a more participatory approach was needed. I therefore present my study in two phases In Phase One, I answered the question: What are Foundation Phase teachers’ experiences of implementing PE in low resource schools? I did so to inform the design of an appropriately suited CPTD model for Phase Two of this study. I used a qualitative research design situated within the interpretive paradigm. I purposively sampled 24 Foundation Phase teachers to partake in semi-structured interviews. Thematic analysis revealed three broad themes, namely, personal, and systemic barriers to PE, as well as positive responses to challenges. The overlap between themes was significant, highlighting the complexity of teachers’ experiences and perceptions of PE. Teachers’ positive responses emphasised that they possess the creativity and advocacy to overcome challenges posed and necessitated that I adopt a participatory design to work with teachers to develop a collaborative form of CPTD. Phase Two of this study was guided by the questions set by the participating teachers. Ten Foundation Phase teachers from two schools volunteered to be part of the study. In Cycle One they asked: What do we need to learn to be able to effectively implement PE? The findings of Cycle One led them to ask the following question in Cycle Two: How can we improve our confidence to teach PE within our school contexts? Participants did so through collaboratively creating PE lessons which they then implemented and evaluated. The findings of Phase Two highlighted how Foundation Phase teachers can be guided to empower themselves to overcome the barriers to teaching PE that they face in their low resource schools. Based on teachers’ CPTD experiences, I then addressed the third question of this study: What CPTD guidelines can be generated to enable Foundation Phase teachers to improve on and to implement their PCK of PE and FMS at low resource schools? Five CPTD guidelines aimed at collaborative and transformative PE-based CPTD focused on whole school transformation were identified. I provide a graphic depiction of the CPTD guidelines that explains how it can be operationalised. These CPTD guidelines and process model provide valuable knowledge to inform CPTD policy and practice of PE in the Foundation Phase in low resource schools.
- Description
- Thesis (PhD) -- Faculty of Health Sciences, 2021
- Format
- computer
- Format
- online resource
- Format
- Format
- 1 online resource (xvi, 257 pages)
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- rights holder
- Rights
- All Rights Reserved
- Rights
- Open Access
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NMU School of Lifestyle Sciences
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Kahts-Kramer, S.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |