Promoting professional learning: An exploratory study of beginning Physical Education teachers in Singapore secondary schools

Abstract

Although the literature of professional learning of beginning Physical Education teachers (BPETs) has indicated a multitude of activities, processes and programmes to promote their professional learning, there is paucity of research about the rationale and mechanism to explain the conditions which promote such learning for BPETs. Thus, this research explored the mechanism of the interactions between identity, structure and system that enable or constrain professional learning of BPETs. An interpretive, qualitative case study was adopted as the methodology for this research. Data was gathered from three BPETs using online interviews (video-­‐conferencing and emails), participants’ artifacts and researcher’s journal. Qualitative methods of analysis, such as coding, memoing and matrix display, were used to generate possible factors that enable or constrain the continuing professional learning of BPETs. Wenger’s (1998) concept of ‘communities of practice’ was used primarily to inform my analysis. This thesis suggested that professional learning of BPETs is a complex and dynamic process that requires attention to the contextual factors. What was significant from the findings was the fact that PE subject department plays a key role in enabling the professional learning of BPETs. Such a department would entail having all members understand, share and support common curriculum and professional learning goals; and a professional culture of learning, collaboration and support among the members. However, as new members to their department, BPETs need to be granted legitimacy through formal means to mutually engage, participate and collaborate in their department’s professional learning. BPETs are also active in constructing their own professional learning trajectories. Spontaneous and informal collaborative learning opportunities present themselves when BPETs are moving towards full participation in their department’s practice. Policy and practice implications suggested that teacher training agencies and policy makers should acknowledge not only the importance of BPETs’ professional concerns and needs, but also the significance of the subject department in their professional learning.