A phenomenological exploration of andragogy-based professional learning using lesson study in physical education

The ongoing professional learning of teachers is crucial for any society to provide educational opportunities for all its youth. Teacher professional development (PD) is vital as teachers cannot possibly learn everything there is to know during their college and university preparation programs. Given the rapid changes in society (i.e., changing student demographics, increased technological advances), supporting teachers in their ongoing professional learning is needed so that responding to children’s needs stays centered in our educational system. Physical education teachers (PETs) are no different than other teachers, in that they need ongoing professional learning to stay current and effective as they work to provide physical literacy to all their students. PD for PETs has been studied vigorously for the last few decades, yet there has been limited widespread, systematic improvements in the way that continuing professional development (CPD) is provided for and pursued by PETs. While scholars have found several forms of CPD to be “effective” they also have noted that the reality is that CPD for PETs is still largely limited and rooted in more traditional practices. These practices, contrary to known effective CPD structures, are based on CPD that is often one day, limited in scope, provided by an outside expert, and presented in a one size fits all manner. The research base on CPD for PETs has been conducted primarily using (1) case studies to explore situated learning theories, and (2) large scale CPD interventions centered on specific knowledge acquisition. This dissertation will contribute to this body of research by addressing gaps in the theoretical frameworks and methodological lenses that have dominated this research and addressing scholars calls for innovations and new ways of exploring how PETs learn, and ways to support teachers as they move through their careers. This study will investigate the professional learning of elementary PETs in AbLS. Andragogy has rarely been used to understand PETs professional learning so this study will address this gap and mark one of the first attempts to explore this framework in PE. Qualitative analysis produced four first order themes: (a) collaborative planning shines light on shortened lesson plans, (b) isolated locally, AbLS provides solidarity and support, (c) AbLS increased professional confidence, including lesson planning, and (d) powerful reflective processes through AbLS. These results support the current literature in several ways that include the benefits of learning in professional groups and that confidence can result from participation in professional learning environments. This study also has identified that AbLS can serve to combat marginalization in the workplace by connecting PETs outside their districts. This study also highlighted that as PETs have shortened their lesson planning during their inservice years, AbLS served to remind PETs of why lesson planning is so important, as it was when they were preservice teachers. Future research should continue to consider the balance between initial teacher preparation and the length and time committed to lesson planning. PETE should be investigating ways that the important skill of lesson planning is taught, conceptualized, and brought into inservice teaching. Ongoing study regarding andragogy-based facilitation for PETs should also be a research priority moving forward.