Professionalism and the primary physical education specialist teacher in Queensland state primary schools
Brooks, Caroline (2018) Professionalism and the primary physical education specialist teacher in Queensland state primary schools. Professional Doctorate (Research) thesis, James Cook University.
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Abstract
What is meant by professionalism, and specifically what is meant by teacher professionalism has generated numerous studies, but research into the role and actions of primary Physical Education (PE) specialist teachers has, so far, been limited.
To address these limitations, this research study adopted a phenomenological approach to investigate how five primary PE specialist teachers in Queensland state schools – at different teacher career stages – defined, perceived, and enacted professionalism. The discourses of managerial and democratic teacher professionalism (Sachs, 2003) were examined, and provided a reference point for discussion. Interpretative Phenomenological Analysis (IPA), a research methodology that is concerned with exploring lived experiences, was used to address the research questions. Semi-structured interviews were conducted with the five participants and analysed. As IPA is informed by hermeneutics, the theory of interpretation, the researcher interrogated and interpreted the data that resulted from the interviews. Through the analysis two super-ordinate themes: Professionalism as a personal responsibility and Physical Education as the other were identified. Supporting these two super-ordinate themes were subordinate themes which were interrelated. The super-ordinate and subordinate themes indicated that the professionalism defined, perceived and enacted by primary PE specialist teachers was managerial in nature. The research found that a more aspirational enactment of professionalism requires making opportunities available for primary PE specialist teachers to meet, discuss different types of professionalism, and collaborate to create and share knowledge.
| Item ID: | 53634 |
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| Item Type: | Thesis (Professional Doctorate (Research)) |
| Keywords: | autoethnography, democratic professionalism, managerial professionalism, non-contact time, physical education, primary PE specialist teacher, primary school, teacher professionalism |
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| Additional Information: | The following publications were submitted for examination with the main thesis dissertation and the thesis overview as a portfolio [see Related URLs for access]: Brooks, Caroline, and Dinan Thompson, Maree (2015) Insideness and outsideness: an autoethnography of a primary physical education specialist teacher. European Physical Education Review, 21 (3). pp. 325-339. Brooks, Caroline, and Dinan Thompson, Maree (2013) Professional insiders/outsiders? Teacher professionalism and the primary school Physical Education specialist. Asia Pacific Journal of Health, Sport and Physical Education , 4 (3). pp. 235-248. |
| Date Deposited: | 14 May 2018 05:42 |
| FoR Codes: | 13 EDUCATION > 1302 Curriculum and Pedagogy > 130210 Physical Education and Development Curriculum and Pedagogy @ 50% 13 EDUCATION > 1301 Education Systems > 130105 Primary Education (excl Maori) @ 50% |
| SEO Codes: | 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified @ 75% 93 EDUCATION AND TRAINING > 9304 School/Institution > 930401 Management and Leadership of Schools/Institutions @ 25% |
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