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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. 相似文献