An investigation into the complex process of facilitating effective professional learning: CPD tutors’ practices under the microscope

ABSTRACT

Background: Research evidence on what makes CPD effective is accumulating. Yet, fundamental questions about the specific features that lead to programme success. Furthermore, very little research investigates the nature and quality of CPD providers’ (tutors) practices. Taking a closer look at how CPD providers support teachers to learn is therefore an important direction for research in order to offer specific guidance on how to design and deliver future CPD programmes for maximum impact.

Purpose: The present study aimed to advance this line of inquiry by seeking to examine tutors’ perceptions and practices in the context of a short course on Inclusive Physical Education. Two research questions were addressed: (1) What were the tutors’ perceptions of effective CPD delivery? And (2) How were these interpretations evidenced in practice? The short course, delivered by 40 different tutors across the country, was part of a National CPD programme which reached and educated over 5000 school staff in England. The scale of this programme thus offered an ideal setting in which to address the research questions.

Participants and setting: A case study design was adopted where the case was identified at the level of individual courses. A cluster sampling procedure was adopted (one cluster for each of the nine geographical areas in England). Where possible, systematic sampling within the nine clusters was employed (i.e. collect evidence from the first two courses delivered in each cluster each year). A total of 27 courses, delivered by 20 tutors across eight geographical areas in England, were selected as cases and all tutors involved in their delivery were invited to participate in the study.

Data collection: To explore tutors’ perceptions of effective CPD delivery (research question 1), qualitative data were collected via an online questionnaire and individual interviews. To examine how these interpretations were evidenced in practice (research question 2), both quantitative and qualitative data were collected via systematic observations and ethnographic field notes.

Data analysis: Qualitative data were analysed using a constructivist approach to grounded theory. Quantitative data from the observations were entered into SPSS version 21 (IBM Statistics) for analysis.

Findings: Findings indicate that tutors’ perceptions and beliefs did not always materialise. Data from the observations suggest variation in the ways tutors structured, supported and facilitated professional learning. This variation was evident not only in the actual time dedicated to practical vs. theoretical activities and active vs. passive learning opportunities but also in tutors’ ability to facilitate professional learning. This finding suggests that there is a significant set of skills involved in supporting, nurturing and challenging professional learning in CPD contexts. It is therefore important to consider how tutors can be best supported to develop and implement these skills effectively.

Conclusion: The results consolidate existing understandings about the importance of (inter)active and practical learning opportunities in CPD; but also add nuance and detail on the diverse ways in which tutors engaged participants in the learning process. Findings draw our attention to the important issue of the selection and continuing education of CPD tutors.

KEYWORDS:

• Continuing professional development
• short courses
• tutors’ practices
• systematic observations
• effective facilitation/facilitators

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributors

Kyriaki Makopoulou is a lecturer in the School of Sport, Exercise and Rehabilitation Sciences at the University of Birmingham in England. Kyriaki was an undergraduate student in the Department of Physical Education and Sport Sciences in Athens, Greece (1996–2000), completed an MSc in Physical Education at Loughborough University in 2003. Her PhD focused on the nature of Physical Education (PE) teachers' engagement in career-long professional learning and its impact upon practice (awarded in 2009, Loughborough University).

Notes

1. Charity in England seeking to support and improve the provision of physical education and school sport (https://www.youthsporttrust.org/).

2. The main principle of the Inclusion Spectrum is that all students can be included and challenged to progress in their learning when teachers design the learning environment by including ‘open’ (i.e. all learners participate in activities that do not emphasise individual differences), ‘modified’ (i.e. provide differentiated instruction using the STEP tool), ‘parallel’ (i.e. ability groups) or ‘separate’ (i.e. temporary interventions aligned with the learning objectives of the lesson) activities – or through a process called ‘reverse integration’ where all pupils participate in disability sport (Stevenson, 2009).

3. Courses from eight rather than all nine geographic areas in England were observed as, during the timeframe of the research, only a limited number of courses were delivered in one area and observations were not possible due to lack of tutor response.

4. A copy of the systematic observation tool and questions that guided the collection of qualitative field notes can be obtained from the author upon request.

5. Initial codes were developed by the author following the observation of four separate courses, which provided a sharper understanding of the diversity of tutor practices. These codes were then piloted during four additional courses. The final codes were reviewed by programme designers to ensure clarity and alignment with programme expectations.

6. In this course, I had opportunities to ‘put ideas forward’ and ‘share knowledge and ideas with other participants and/or the tutor’. Participants responded to these statements on a 7-point Likert scale ranging from 1 (not at all in agreement) to 7 (completely in agreement).

7. In C3, for example, participants sought the tutor’s advice about feasible ways to include elements of the inclusion spectrum in their contexts especially in relation different activity areas (e.g., dance, gymnastics, games) or when the conditions were challenging (e.g., ‘very busy class’ with some ‘very naughty children’). However, the tutor offered very brief responses stressing the importance of effective planning without further investigation of existing practices, specific school cultures or barriers teachers or learners encountered.

8. All pupils can be included and challenged to progress in their learning if and when their teachers differentiate activities by Space, Task, Equipment or People (STEP).