Understanding two teachers' professional learning experiences using TPSR in secondary school PE

The development of social and emotional skills in the school context has been shown to improve pupil behaviour through the development of, for example, impulse control, peaceful conflict resolution and positive teacher-pupil... [ view full abstract ]

The development of social and emotional skills in the school context has been shown to improve pupil behaviour through the development of, for example, impulse control, peaceful conflict resolution and positive teacher-pupil relations. It is in the interest of all teachers (and their learners), to develop knowledge and strategies that might nurture and promote social and emotional learning in schools. Teaching Personal and Social Responsibility (TPSR) is a pedagogical model that was developed to promote positive youth development and social and emotional skills. While TPSR has been researched extensively over the last 40 years, we still know little about how teachers engage with it in their own professional context. Consequently, informed by the Deweyian framework for PE-CPD developed by Armour et al. (2015), we tell the story of two PE teachers from two different secondary schools in Scotland, both engaging in action research to develop their understanding and application of TPSR. Given the centrality of the teachers to the learning and inquiry processes, the research methods utilised were largely interpretive and collaborative in nature, and included, peer observations, reflective discussions and pupil interviews. Our results highlight the contextualised, dynamic and continuing nature of the teachers’ learning experiences. The results from the co-analysis of the data generated by the teachers demonstrate that, while both had similar personal and professional values around pupil learning and experience in PE, their unique contexts resulted in different learning experiences, with varying, gradual, yet non-linear degrees of success. Furthermore, in sharing their experiences with the researchers and with each other, they were able to develop their critical understanding of TPSR, appreciate the challenges of teacher learning in context and support their continued engagement in professional learning and inquiry. This research highlights the ways in which teachers can be both empowered and supported in their professional learning.