Exploring practitioner inquiry among health and physical education teachers

Insights from teachers’ perspectives

Dados Bibliográficos

ID21783884
AutoresCarla Nascimento Luguetti (0000-0002-9442-1636, The University of Melbourne, autor correspondente), Laura Alfrey (0000-0002-4200-710X, Monash University), Christopher Hudson (0000-0002-4059-9316, Federation University), Claire Brown (0000-0002-6324-266X, AVID Center Australia, Melbourne, Australia)
Ano2025
Páginas1-18
Data de publicação2025-01-26
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPhysical Education and Sport Pedagogy (JOURNAL)
Identificadores do periódicoISSN: 1740-8989 • E-ISSN: 1742-5786
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17408989.2025.2456175
OpenAlexW4406846833
IdiomaEN
Citações recebidas3
Referências citadas23

Introduction: Existing research suggests that practitioner inquiry (PI) can positively influence teachers’ professional learning. Within the context of Health and Physical Education (HPE), however, we know little about the influence of PI on HPE teachers and their students, and HPE colleagues. Aim: This study responds to the research question: in what ways do HPE teachers believe that PI influences their teaching practices, their students and their HPE colleagues? Context and participants: This study presents a case study of a year-long, government-funded teacher professional learning programme called Teaching Excellence Program (TEP) offered by the Victorian Academy of Teaching and Leadership. The TEP is intended to advance teacher professional knowledge in a range of ways, including through individual and collaborative PIs. This paper examines the outcomes that ensued from the teachers’ individual and collaborative PIs. The study involved seven Australian HPE teachers with varying levels of experience (6–30 years). We employed an exploratory, multi-method case study approach, and data consisted of interview transcript, participant-designed cartoons, and artefacts (e.g. framing a problem of practice and action planning documentation). Findings: Within the broader context of the TEP, PI was identified as particularly engaging for the participating HPE teachers. The HPE teachers believed that engaging in PI: (a) enhanced their own teaching practices; (b) therefore improved students’ engagement; and in some cases (c) influenced HPE colleagues’ teaching practice. Implications: This study underscores the potential influence that PI can have on HPE teachers when scaffolded and sustained support is available and accessed. Furthermore, this study highlights the significance of adopting the concept of inquiry as stance, emphasizing the role of teachers as researchers. Positioned as teacher-researchers, they generate localized knowledge, reimagine and theorize their own and potentially others’ practice, and critically engage with the theories and research of others

Mathematics education · Medical education · Pedagogy · Physical education · Sociology · Teacher education · Inclusion and Disability in Education and Sport · Medicine · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology