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Researching the teacher's world: a case study of teacher-initiated innovation
thesis
posted on 2010-12-03, 09:46 authored by David KirkThe study is an investigation of unplanned change
initiated by teachers in the physical education department
of Forest School, an Upper School and Community College in England. The events at Forest are conceptualised as a case of teacher-initiated innovation. The study draws on
interviews with teachers, observations of lessons and
analysis of curriculum documents in the collection of data.
Three issuesýprovide foci for the study. First, the study
investigates the temporal dimensions of innovating, and
reveals that the innovative idea of health related fitness
based physical education became formalised and objectified
over time. This process of formalisation had important
implications for the second area of focus, the teachers'
involvements in the innovative process. While each of the
physical education teachers played important roles in the
implementation of the innovative idea, each participated in
the innovation with varying degrees of involvement, and held
disparate conceptions of the innovative idea and of its
implication for practice. Third, the study locates and
attempts to understand the process of innovating in the work
context of teaching. The teachers at Forest saw innovating
and teaching as synonymous activities, and the study
documents the extent to which the innovative situation
exacerbated teachers' everyday preoccupations with success,
reward and students. The study provides information on the
dynamics of unplanned educational change and the findings
lend qualified support to the trend towards school-centred
innovation.
History
School
- Sport, Exercise and Health Sciences
Publisher
© David KirkPublication date
1986Notes
Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy of Loughborough University.EThOS Persistent ID
uk.bl.ethos.376809Language
- en