My Key note address given to a Turkish physical education symposium on the idea of the "teacher-as-researcher"

1. The teacher-as-researcher: the future survival of physical education Dr Ashley Casey University of Bedfordshire

2. We are facing EXTINCTION

3. “Nothing short of major reconceptualisation of physical education is required - Larry Locke ”

5. Physical educationalist persistently teach the same introductory units of work regardless of the age and past experiences of the students. - Daryl Siedentop

6. There is little vertical progression in the development of techniques [in physical education] - David Kirk

7. “physical education makes both enemies and friends of young people.” - Richard Tinning

8. “too often adults have to recover from experiences as adolescents in physical education” - Larry Locke

9. Schoolsof the industrial age

10. ‘rank’ defines the distribution of individuals in the educational order. Foucault, 1977

11. before Physical Education the term was ‘physical training’, which in turn was preceded by an activity known as ‘drill’. - Moving and Growing (1952)

12. Resistance to the overt influence of militarism. - David Kirk

13. physical-education-as-gymnastics

14. Teaching is a Step-by-Step process

15. physical-education-as-sports-technique

16. This has created a ‘Nike’ school of teaching Just do it - Stephen Brookfield

17. More of the same Radical Reform extinction David Kirk offered 3 futures

18. More of the same

19. Insanity is doing the same thing over and over again and expecting different results. - Albert Einstein

20. It has been repeatedly reported that physical education is failing its students and the adults that they become.

21. extinction

22. A recent paper in a medical journal suggested that doctors replace teachers and force students to engage in 20 minutes of exercise a day.

24. Generation XL

25. Is this what Physical education should be?

26. 75 M 72 M More Nintendo Wiisold than there are people in Turkey

27. Is this the Future of Physical Education?

28. Radical Reform

29. This change can be teacher-centred or agenda centred

30. Either we, as teachers of physical education, play a role in change or the change will be made for us

31. Plan for the future

32. Schools, unlike crocodiles, *must evolve *120 Million Years

33. Need a CHANGE of Direction

34. It is impossible to see how there can be an adequate flow of subject-matter to set and control the problems investigators deal with, unless there is active participation on the part of those directly engaged in teaching. - John Dewey

35. Take stock

36. “rapid socialisation into a redundant occupational culture and the obsolete practices it sustains” - John Elliott

37. infallible expert model - John Elliott

38. TeacherTells StudentListens

39. “We are powerful and natural explorers and this never leaves us.” - John Medina

40. Change theposition of the teacher-as-instructor

41. Position the teacher-as-researcher and therefore as a listener

42. StudentTells TeacherListens

43. “Self-education is, I firmly believe, the only kind of education there is.” - Issac Asimov

44. Aims of Practitioner Research Teacher-as-researcher An Example of Practitioner Research in Physical Education Alternative futures

45. Me Who can be a Teacher-as-Researcher?

46. Teacher 1996-2009 ellenmac11’s Flickr photostream

47. Teacher Teacher Educator 2009-Present

48. Student 2002-2010 PhD Master’s

49. Author Author CL SE CPD AR TGfU

50. Reflective Practitioner

51. Journal Writer

52. BLOGGER

53. www.peprn.com 53

54. Tweeter

55. @DrAshCasey 55

56. What is teacher-as-Researcher?

57. “a creative and autonomous individual within a broader community of teacher-scholars working in the classroom as a living laboratory and striving for continuing development through thoughtful experimentation.” - Lawrence Stenhouse

58. the practitioner takes on the role of researcher

59. ” In order to understand and improve practice it needs be understood within the context of daily work

60. We learn because we do and subsequently undergo the consequences of our doing. - Biesta (2007)

61. “The idea is that of an educational science in which every classroom is a laboratory, each teacher a member of the scientific community.” - Lawrence Stenhouse

62. “Research functions not as a distraction from practice but as a development of it.” - Donald Schon

63. Reflective Practitioner

64. 1st Place - Best Teacher

65. Not because they say they are

67. Aims of Practitioner Research Teacher-as-researcher Practitioner Research in Physical Education Alternative futures

68. The aim is to do something and then test the outcomes

69. teachers set their own starting point and yet have no notion of their potential destination - Meyer, Hamilton, Kroeger, Stewart & Brydon-Miller (2004)

70. The ambiguity of the finishing point in practitioner research is a key facet of the approach.

71. No hypothesis to prove

72. Practitioner (or Action) Research

73. Overall Plan Adapted from Lewin 1946

74. First Step Adapted from Lewin 1946

75. Evaluate the action Adapted from Lewin 1946

76. Gather new insights Adapted from Lewin 1946

77. Plan the next step Adapted from Lewin 1946

78. Modify the overall Plan Adapted from Lewin 1946

79. Adapted from Lewin 1946

80. Cycles within cycles

82. Aims of Practitioner Research Teacher-as-researcher An Example of Practitioner Research in Physical Education Alternative futures

83. action research allowed me to change my understanding of my practices the conditions in which I practised my practice Adapted from Kemmis(2009)

84. Example

85. Focused on pupil understanding of athletics, not simply their levels of performance.

86. How did I teach differently? Sought answers rather than giving them Enduring teams Lots of work before and after lessons Student-Learning Teams Mediated Responded to student needs targeted use of voice Increased teacher movement Facilitated not directed learning

87. Unit of Work

88. Examples of Learning Cues Drive knee up Don’t look at the board on take off Throw hands back on landing 11 pace run up Jump up Weight forwards on landing Look Up Hang in the air Sprint through the board

89. Results

90. Participant Learning Student-centred Progression & Motivation Unfamiliar Obstacles Changing Role

91. Participant Learning

92. Participant Learning Learning was academic andsocial

93. Participant Learning Kevin said: Because I go to a different athletics club I use what we’ve learned in lessons in training so that I can build on what we did in school and put it into practice.

94. Participant Learning Remi believed that: We’ve been pushing each other to do better… we played an important part in each other’s learning.

95. Participant Learning I felt that: Students learnt how to get the most out of a cooperative learning pedagogy

96. Progression & Motivation

97. Progression & Motivation Alan Said I was pretty surprised that we hadn’t done the same things again, normally it happens all the time but we didn’t do it, which kinda helped a bit because it feels like you’re being treated like a baby when you go over the same thing about 50 times.

98. Progression & Motivation Max thought you’d think we’d forgot it but we haven’t.

99. Progression & Motivation Gary believed that: Instead of just thinking “oh I can’t be very good at that”, I don’t want to do that, I actually tried a bit and found I was good at certain things like distance.

100. Progression & Motivation I said Students felt better about themselves which had a positive effect on their involvement in the lessons.

101. STUDENT-CENTRED

102. STUDENT-CENTRED ‘Carlos’ wrote With this way of teaching, I think Ashley had built an appropriate learning environment and a positive climate for all kinds of students from low to higher abilities to explore.

103. STUDENT-CENTRED Chris said We worked in our own groups when there wasn’t a teacher there at some times, and that we sort of taught ourselves instead of them teaching us directly.

104. STUDENT-CENTRED I belived that the students had Transferred their learning skills, in terms of vocabulary and understanding of how to act and react in a student-centredpedagogy

105. UNFAMILIAR OBSTACLES

106. UNFAMILIAR OBSTACLES My familiarity with CL Helped me to overcome my unfamiliarity with my changing role and become a positive, interdependent and social learner

107. UNFAMILIAR OBSTACLES I believed thatI put myself, and my pedagogy, in serious risk of failure.

108. UNFAMILIAR OBSTACLES Change did not occur easily

109. UNFAMILIAR OBSTACLES My aspirations as a teacher didn’t match the reality I witnessed in my classrooms.

110. CHANGING ROLES

111. CHANGING ROLES Stuart feltMr Casey just keeps a general eye on everything to make sure nobody’s messing about, or help everyone if they don’t know what they’re doing.

112. CHANGING ROLES David said (about me) He acted like a supervisor, like he went round all the groups if we were struggling, but he left us to do it on our own so if we got stuck we could ask for help.

113. CHANGING ROLES I firmly believed:The use of both action research and cooperative learning allowed me to mature beyond the basic process of ‘use’ and begin to establish my pedagogy as being motivational, progressional and student-centred.

114. CONCLUSION

115. CONCLUSIONS Action research supported my use of cooperative learning.

116. “innocence in teaching meant that, as teachers, we believed that we knew what we are doing and how we were affecting our pupils” - Stephen Brookfield

117. “action research has begun to emerge as one strategy for improving teaching and learning in physical education” - David Kirk

118. “The difference between what teachers feel that they could achieve and what they actually ‘pull off’” - Hal Lawson

119. Aims of Practitioner Research Teacher-as-researcher Practitioner Research in Physical Education Alternative futures

120. it is not the strongest of the species that survive, nor the most intelligent, but the ones most responsive to change. - Charles Darwin

121. We need to change Direction

122. We are born inquisitive

123. “Where teachers are able to reflect, access new ideas, experiment and share experiences within school cultures and where leaders encourage appropriate levels of challenge and support, there is greater potential for school and classroom improvement - Muijs and Lindsay (2008) ”

124. We can experiment and enhance student learning

125. teacher-as-researcher

126. We just need to listen...

127. Good Luck

128. Photograph Credits 1. Image from iStockphoto 2. “Fossil 2” by BTK on Stock.xchng 3. Image from iStockphoto 4. Image from iStockphoto 8. Image from iStockphoto 9. “Ladle in the pit” from losthalo'sFlickrphotostream 10. “Paper” fromiStockphoto 11. “Wellington Physical Training School Men doing stretches 1898” by National Library NZ on Flickr 12. “Physical education class at Nelson College for Girls” by National Library NZ on Flickr 13. “TV” by Lilie on Stock.xchng 13. “Gymnastics” from Flickr 14. Image from iStockphoto 15. “TV” by Lilie on Stock.xchng 15. “Old Libyan Sport” by azooo on Flickr 16. “Nike” by CaglarCity on Flickr 17. Image from iStockphoto 18. Image from iStockphoto

129. Photograph Credits 19. “Albert Einstein and Others” from Smithsonian Institution on Flickr 21. “Fossil 2” by BTK on Stock.xchng 22. “Medical doctor” by Kurhan on stock.xchng 23. “Obesity Illustration” by combined media flickr 24. Image from iStockphoto 25. Image from iStockphoto 27. Image from iStockphoto 27. “Keaton on the Wii Fit” from Bradjward'sFlickrphotostream 28. Image from iStockphoto 29. Grand National Assembly of Turkey image from Google Images 30. Image from iStockphoto 31. “pregnancy” by Memoossa on Stock.xchng 32. “Beneath You” by sveres on Stock.xchng 33. “Traffic Sign 39” by Sundstrom on Stock.xchng 34. Image from iStockphoto 35. Image from iStockphoto 36. “Vintage People on a cruise ship” by dyet on Stock.xchng

130. Photograph Credits 37. Image from iStockphoto 38. Image from iStockphoto 39. “Photo Frame 8” by ba1969 on Stock.xchng 40. Image from iStockphoto 41. Image from iStockphoto 42. Image from iStockphoto 43. “Studying for a test” by hvaldez1 on stockxchng 44. Image from iStockphoto 44. “Sexy Bow” by g-point on Stock.xchng 44. Image from iStockphoto 44. “Fossil 2” by BTK on Stock.xchng 46. “The Coach” from ellenmac11’s Flickrphotostream 49. “Flicking Pages” by tomdavies on Stock.xchng 50. Image from iStockphoto 51. “Thematic Journal” from NG71’s Flickrphotostream 57. Image from iStockphoto 58. “The teacher” by Prozac74 on Flickr

131. Photograph Credits 60. “Photo Frame 8” by ba1969 on Stock.xchng 60. “Running on empty” by 28Photos on Flickr 61. “Lab” by clix on stock.xchng 63. “Rodin's Thinking Man” by tegebug on Flickr 64. “Blue Ribbon” by ba1969 on flickr 65. Image from iStockphoto 66. “Excellent” by kikashi on flickr 67 . “Sexy Bow” by g-point on Stock.xchng 68. “Target” by 7rains on flickr 70. “Chequered Flag” by tharrin on flickr 71. “?!” by dhiegaum on Stock.xchng 72. Image from iStockphoto 81. Image from iStockphoto 82. Image from iStockphoto 84. Image from iStockphoto 89. Image from iStockphoto 90. Image from iStockphoto

132. Photograph Credits 116. Image from iStockphoto 117. Image from iStockphoto 118. Image from iStockphoto 119. “Fossil 2” by BTK on Stock.xchng 120. “Charles Darwin” by Colin Purrington’sFlickrphotostream 121. “Traffic Sign 39” by Sundstrom on Stock.xchng 122. Image from iStockphoto 125. Image from iStockphoto 126. Image from iStockphoto 127. Image from iStockphoto