Penny Lamb

Enhancing the spaces of reflection: A buddy peer-review process within physical education initial teacher education

Innovation in enhancing the reflective abilities of physical education trainee teachers was explored in this study through establishing peer ‘training buddies’ during their school placements. Opportunities for active engagement in peer- and self-reflection were provided to full-time Post-Graduate Secondary Physical Education trainee teachers (n = 23). Data were collected through surveys, focus group interviews and trainee reflections shared through online discussion boards. Prior to their first school placement trainees were assigned a peer training buddy. Whilst on placement, they recorded each other teaching a physical education lesson; immediately afterwards, the pair watched the recorded lesson and conducted a joint evaluation. This dialogue allowed them to engage in reflective discussion. The process was repeated during the trainees’ second placement with a different peer training buddy. Grounded theory methodology informed an emergent model of reflective practice. By being and having a training buddy, trainees created, enabled and negotiated their own rules, structures and practices for implementing the process. Common themes emerging from the data pointed to a series of mutually-created spaces: safe – non-judgemental and creating a sense of solidarity; relaxed – non-pressured and conversational; equal – involving all participants at the same stage and status; pedagogic – collaborative and involving the sharing of ideas; negotiated – allowing autonomy and ownership of the process; and alternative – experiencing a different school environment. Trainees endorsed the peer review process as a method of engaging in critical reflection. The data illustrated the positive benefits that can be derived from sharing feedback with a peer. The emergent theory presented suggests that the collaborative spaces created by training buddies enhance reflective ability and practice.

Peer-learning between pre-service teachers: embracing Lesson Study

Purpose – The purpose of this paper is to explore a model of Lesson Study owned entirely by pre-service teachers (PSTs), conveying its potential to facilitate mutual spaces of learning between peers beyond formal hierarchical relationships with expert teachers. Fuller’s (1969) conceptual framework of teacher development informed the study, consisting of self, task and impact “phases of concern”. Design/methodology/approach – Participants were secondary physical education PSTs (n=17), completing a university-led postgraduate certificate in education course. Action research methodology was adopted during school placements, when PSTs engaged in Lesson Study with peers. Data obtained through a group discussion board, individual questionnaires and interviews, were subjected to inductive analysis, with key patterns compared to locate themes. Findings – All PSTs felt Lesson Study contributed positively to their training, reinforcing perceived benefits of cycles of action for planning, observing a lesson, reviewi...

Ritual associated with participation in physical education The power of excuse notes

Physical education (PE) is steeped in history, tradition and ritual. The accepted tradition of excuse notes allowing pupils to self-exempt from lessons is one such ritual associated with the subject in schools. This paper explores the impact of this phenomenon, focusing on participation and engagement levels within PE lessons. Data was collected over a five-year period, through the use of surveys, focus group interviews, field-notes, brief case studies and analysis of documentation including excuse notes. Participants included parents, PE teachers, trainee teachers and pupils from across 10 UK secondary schools (age range 11–18) situated in the east of England. Grounded theory methodology informed an emergent model highlighting that ritual associated with excuse notes served to facilitate non-participation in PE. The notion of power as a theoretical construct emerged as a result of constant comparison between the testimonies of the parents, pupils, teachers and trainee teachers, highlighting the seemingly ‘agreed acceptance’ of excuse notes by those key stakeholders involved in pupil participation. It is perceived that the policy of excuse notes attributes power to parents and pupils to self-exempt from participating in PE. Parents will provide an excuse note for their child if they do not believe PE holds much value. The condoning of pupil self-exemption by parents is influenced by their values towards PE, embedded by their own school experiences and dispositions. Whilst acknowledging the value of the use of a note to communicate issues associated with health and physical wellbeing, the paper suggests that one solution is to re-position the perceived authority afforded the excuse note, in order to facilitate positive attitudes towards greater participation in lessons. The adoption of an alternate policy at a micro level, that requires pupils to change into PE kit even if they have a note, can foster an inclusive learning climate in which all pupils will have the opportunity to learn to enjoy being active, whether as a performer, coach or official. A fully inclusive model of participation, supported by parental education on the types of learning opportunities within lessons, may contribute to PE becoming viewed as an inherent part of a child’s day at school and not as a subject that a pupil can easily self-exempt from participating in a lesson.

Pupil voice on being gifted and talented in physical education: ‘They think it's just, like, a weekend sort of thing’

Background: Pupils’ views have been elicited in physical education over a long period, but is a comparatively under-examined area within literature on gifted and talented (G&T) in physical education concerns pupil voice and their accounts of being placed on their schools’ G&T register. Purpose: This small-scale qualitative study consulted pupils in physical education about being on the G&T register, the demands of their academic work, academic support available to them, what could support them and their thoughts on post-16 and career aspirations. The findings emerged from a larger research project exploring key stakeholders’ views on provision for G&T pupils in physical education within an Excellence in Cities (EiC) cluster in rural eastern England. Participants, research design and data collection: Data for this study were collected within a 4-month period from four secondary schools, three of which formed part of an EiC cluster and included a Sports College. The fourth school, which was outside the EiC cluster, worked closely with the Sports College, linking its own G&T programme to the work already established at the Sports College. Thirty-one Year 10 and 11 pupils (17 male, 14 female) were selected by the schools from their G&T registers. Seven separate focus group interviews were held and pupils also completed a questionnaire. Findings: Common patterns were reported by pupils within and across the schools reflecting their positive perceptions of being on the G&T register for physical education. While pupils valued the schools’ nurturing of their abilities, the positive nurturing of talent was not always transferred to the nurturing of their academic potential. They felt they would benefit from more support for their academic needs, especially in managing their workloads. They expressed a tension between fulfilling their commitments to training and sport on the one hand and meeting the requirements of their academic work on the other. Support offered through individual mentoring was received positively. For most, however, mentoring was sparse and appeared to be an unstructured process. In addition, many pupils spoke of the toll their dedication to their sport took on their social lives. The majority of pupils expressed a desire to continue study beyond post-16 and several mentioned the aim of attending university. Conclusions: The need for personalised and tailored individual support to help pupils meet the demands of both academic and sporting commitments was articulated in this study. Implications from the findings also indicate that a Junior Athlete Education framework might be in place at some schools but it may not always be utilised effectively or meet the authentic needs of the pupils on the G&T register for physical education. As a consequence, unstructured and informal processes, as well as patchiness of support, have been seen to work against the effectiveness of G&T programmes. These findings reinforce previous research and add valuable insight in the form of pupils’ voices and experiences.

Case studies of lesson and learning study in initial teacher education programmes

Purpose – The integration of Lesson and Learning Study within initial teacher education programmes is still evolving and subject to many constraints (Parks, 2008). The purpose of this paper is to introduce the special issue which intends to stimulate and facilitate continued growth and interest in fostering models of Lesson and Learning Study within initial teacher education programmes. Design/methodology/approach – The guest editors present each of the papers and introduce key themes and concepts. Findings – The collection of papers shows the richness and value of embracing Lesson and Learning Study within initial teacher education programmes; whilst being mindful of the challenges and constraints inherent in the nature of national policy towards the training of teachers. Originality/value – The collection of papers contribute to existing literature exploring the effectiveness and impact of Lesson and Learning Study within initial teacher education.

Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education

Purpose – A priority for initial teacher education (ITE) is the development of reflection by pre-service teachers (PSTs) in preparation for transition towards qualified teacher status. Whilst much literature exists on the practice of reflection, little attention has been placed on under-standing and developing the processes that inform this practice. Drawing upon the concepts of strong structuration theory (SST), the purpose of this paper is to draw attention to the role Lesson Study can play in developing PSTs’ processes of reflexivity whilst enhancing their reflective practice. Design/methodology/approach – Participants were two cohorts of Secondary Physical Education PSTs (n=40), completing a Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when PST dyads engaged in cycles of Lesson Study. Data obtained through group discussion boards, questionnaires, group and individual interviews, were subjected to inductive analysis, comparing ke...

A training buddy peer-review process within Physical Education Initial Teacher Education

Purpose – Innovation in enhancing reflective abilities of trainee teachers was explored in this small-scale qualitative study. Opportunities for active engagement in peer- and self-reflection were provided to two cohorts of British Post-Graduate Physical Education trainee teachers (n=45: male=28, female=17), aged 21-30 years. Design/methodology/approach – Trainees were assigned a peer buddy, and tasked with the dual responsibility of being and having a training buddy for a lesson observation during two school placements. They visited each others school and recorded their buddy teaching a lesson. Immediately afterwards, they watched the recording together, engaging in reflective discussion. Trainees acted as both a critical friend and a supportive extra pair of eyes, whilst also assuming the role of reflective practitioner. Data were collected through surveys, focus group interviews and individual reflections shared through an online discussion board. Grounded theory methodology informed an emergent model...