Case Study: The development of a learning communities model to support the delivery of high quality physical education intitial teacher training and continuing professional development

Abstract

This paper explores the potential of a proposed learning communities model to support high quality physical education initial teacher training and continuing professional development. A case study strategy has been implemented focused on secondary physical education within the context of a university and school initial teacher training partnership. The purpose of the study was to examine the context and delivery of mentor training for schools in an initial teacher training partnership through a learning communities perspective. It developed the notion that mentors involved with initial teaching training were engaged in continuing professional development through the nature of their role and expectation of the partnership. A grounded theory approach was adopted to utilise evidence gathered from questionnaires to the 150 PE partnership schools, participant observation and a selection of interviews. The results showed an emergence of a number of key concepts that support a successful learning communities model to develop ITT and CPD. The conclusion reflects on the possible need to reconfigure our view of partnership in ITT and the way that it is resourced and managed