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Abstract
Pre-packaged curriculum resources that are purportedly designed to support teachers to deliver physical education in primary school settings have become prolific internationally. While both teachers and teacher educators use curriculum resources extensively, there has been little exploration into the effectiveness of resources in supporting teacher learning. The use of curriculum resources in one PD programme is used to illustrate the extent to which resources mediate teacher learning, acting as enablers and limiters for changing teacher practice, potentially both reskilling and deskilling teachers. The design and use of curriculum materials needs to be re-imagined in order to better support teacher learning.
Notes
1. Pre- and in-service teacher education refers to the two ‘official’ programmes for teacher development: pre-service being associated with the Initial Teacher Education (university-based) courses, and in-service referring to PD courses that teachers undertake once they have begun working as teachers in school settings.
2. Health and Physical Education is the learning area identified in the New Zealand national curriculum (Ministry of Education, Citation2007). While they are together as learning area, they are still conceptualized as separate subjects. Hence, HPE is used when referring to the curriculum learning, and PE is used when referring to the subject of physical education.
3. Strand B is the area of the 1999 HPE curriculum (Ministry of Education, Citation1999) that specifically focused on movement concepts and motor skills.
4. The schools decile rate is an indication of the socio-economic make-up of the school community. Decile 10 indicates the highest socio-economic status while decile one is the lowest.
