Guidelines for action learning as professional development to transform Physical Education in low resourced primary schools in South Africa

ABSTRACT

Continuing professional development (CPD) within a low resourced education environment necessitates context specific and needs-driven learning, particularly in Physical Education (PE) where personal and systemic barriers impede negatively on teachers and children’s educational experiences. This paper provides evidence-based guidelines as to how an action learning approach to CPD for PE might empower teachers to direct their own learning within low resource environments. A participatory action learning and action research design, using qualitative data generation methods, guided the inquiry. Ten teachers from two low resourced schools in South Africa, through participation in an action learning process, ultimately deduced five guidelines from their reflective enquiry to guide teachers to collaborate to transform their teaching of PE. The action learning approach to CPD supports teachers to take ownership of and responsibility for their CPD within the subject of PE. Ultimately, learning how to learn, enables teachers to champion sustainable change through establishing ongoing communities of practice.

KEYWORDS:

• Action learning
• continuing professional development
• participatory action learning and action research
• Physical Education
• action transformative learning

Acknowledgements

We thank the teachers who were part of this study and principals who supported the implementation thereof. Without them, this study would not have been possible.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Conflict of interest

There are no conflicts of interest to report.

Author contributions

Authors contributed equally, as per COPE authorship and contribution guidelines.

Additional information

Notes on contributors

Samantha A. Kahts-Kramer

Dr Samantha Andrea Kahts-Kramer has been a lecturer and Next Generation Initiative (NGI) scholar at the Nelson Mandela University (Gqeberha, South Africa). After completing her doctoral research, she commenced her post-doctoral fellowship at the Physical Activity Sport and Recreation (PhASRec) Research Focus Area at North-West University, South Africa. Her current research focus areas include Scholarship of Teaching and Learning (SoTL) and Community-based Research.

Lesley Wood

Prof Lesley Wood is a full professor and founder Director of Community-based Educational Research entity at North-West University, South Africa. She has a transdisciplinary background with a Master’s degree in Health and Welfare Management and a doctorate in Education. Prior to entering academia, Lesley was a Social Worker, which ignited her passion for a socially just and inclusive scholarship. Her research strengths lie in critical, reflective methodologies and practices and participatory approaches to research. She has published over 100 accredited book chapters and articles in refereed journals, as well as editing/ authoring six books.