Identifica los valores culturales que rigen al grupo

1. Professional Practice: Shifting from ‘placement’

The results of this study point towards the need to move thinking about PTP from ‗placement‘ to integrated learning that assists the promotion of enhanced curriculum and pedagogical practice for pre-service teachers. While noting the need for major revision of what had previously been assumed as familiar ―is not an easy task‖ (O‘Sullivan et al., 1999, p. 230), O‘Sullivan and her colleagues described how ―academically based community service‖ (p. 277) partnerships between PETE academics and schools can support substantive and institutionalised change in physical education in schools. Reframing PTP through project based work integrated learning (Hill, 2008) supported by academically based community service would be a way of reconfiguring PTP as an agency through which progressive pedagogical practice for the enhancement of student learning through sport could be forged.

Collaboration between PETE-PS teachers and in-service teachers on site based projects aimed at foregrounding ‗literate‘ sport interaction would be an example of the localised innovations that Lawson (1983a; 1983b) suggested eventuates in real change in schools. I suggest that extending the interactivity to

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include activating PETE by ‗academically based community service‘ as an agency through which site innovations could be joined up to share and inform practice is a way of stimulating change through emergence (Wheatley & Frieze, 2007). As

discussed above, the hierarchical and arguably fragmented dominant model of PTP and PETE needs to be reframed as ‗joined up‘ progressive practice that facilitates professional learning for all involved.

2. Post graduate education and professional learning

According to Holbrook et al. (2000), school-level participatory research that encourages professional reflection and targeted action is a potential vehicle through which the university-school partnership could be reframed. It is less likely to be considered ―esoteric or irrelevant‖ (Galton, 2000, p. 5) and without direct

transferability and practical application to the specific context of the individual by the individual teacher. Galton (2000) concluded that teachers are more likely to engage with and in research if it has a direct connection with their classroom practice. This research indicated that few physical education teachers appear to have participated in TGfU, Game Sense or Sport Education ‗reform‘ types of professional development characterised by continuity, coherence and progression (Armour & Yelling, 2002). Armour and Yelling (2003) indicated that this is not unusual, and that most physical education teacher professional learning profiles were at best ‗haphazard‘ with poor congruence to the declared learning outcomes for the learning area. I am suggesting that instead of PETE-PS teachers on PTP being viewed by mentors as novitiates to be ‗acted upon‘ to reproduce what has come before that the PTP be reformed as a conduit for continuing physical education teacher professional learning, with PETE- PS PTP placements a central component of this conduit.

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Armour and Yelling (2004) suggested that ―radical changes‖ (p. 95) are required in physical education teacher professional development to prompt quality teaching. To close the gap between the theory-research-practice I also propose the ‗radical change‘ that certification be developed for physical education teachers to recognise engagement in professional learning, the subsequent demonstration of curriculum and pedagogical practice consistent with the principles of TGfU and SE, and the mentoring of PETE-PS teachers in the design and enactment of sport teaching. This certification could take the form of a graduate certificate in sport teaching. This certification should also be recognised by the professional association (ACHPER) as identifying a ‗master‘ teacher of sport in physical education.

Eventually, this certification could act as evidence of the Lead Teacher level of professional capabilities that is proposed for The National Framework for

Professional Standards for Teaching (MCEETYA, 2010).

In the absence certification recognising physical education teachers

demonstration of curriculum and pedagogical change practice and the mentoring of PETE-PS teachers in new models of sport teaching like sport literacy, invitation to in- service teachers into PETE program scope and sequence conversation should be pursued. As indicated earlier in this chapter, this could act as the conduit to establish and then reinforce interest in sport literacy. This type of professional partnership could become a platform for developing synergy between PETE curriculum specialisation coursework and the entitlement for pre-service teachers to be

supported on placement. A mechanism would be in place to help mentors develop relevant knowledge and understanding of ‗other‘ models of sport teaching.

The function that universities can play in promoting renewal in physical education is evident in the changing discourse of physical education games and

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fundamental movement skill teaching from a technical paradigm to physical literacy in Canada (for example: Fishburne & Hickson, 2005; Mandigo et al., n.d,). Holbrook et al. (2000) indicated that professional educational associations have a potentially important role to play as change agents and vehicles for dissemination of

educational research in a style and language that is accessible to teachers. Prospectively, this type of synergistic action emerging from tertiary-professional association ‗joined up‘ thinking could fast track the philosophical discourse of curriculum renewal in sport teaching in physical education in Australia. Therefore, attempting to establish a network of ‗like-minded‘ PETE sport educators who can work with ACHPER to provide both practical philosophy (Green, 1998) and practical examples of theory into practice is something that I will embark upon in seeking to build upon this research and act upon my findings.

3. Research

This study revealed the need for further information about PETE-PS teachers and in-service physical education teachers‘ experiences of developing and

implementing TGfU and SE iterations as a single curriculum framework rather than as competing curriculum models. To close the gap between ideas and theories (such as sport literacy) and enactment of sport teaching in secondary schools requires ―the development of consciousness‖ (Kemmis, 1982, p. 12) of physical education

teachers. I recommend the following lines of inquiry to further the research enunciated in this thesis. First, given the foundations for student confidence and competence is initially established at primary school, I recommend a replication of this study with PETE-PS primary years (Years R-7), primary school class teachers and specialist physical education teachers in primary schools. However, the