Beginning Physical Education Teachers’ Experience of Continuing Professional Development and School-Based Mentoring

Project Number
AFD 04/14 TKS

Project Duration
March 2015 - May 2018

Status
In-Progress

Abstract
In 2011, the MOE established the PESTA with the aim to build a teacher-led culture of professional excellence to enhance the Continuing Professional Development (CPD) of Physical Education (PE) teachers. Since then PESTA has been actively providing CPD targeted at Beginning PE Teachers (BPETs) and other more experienced practitioners. It is further envisioned that PESTA would want to enhance the mentoring capabilities amongst its experienced teachers, to support AST’s STEM initiative, by creating a PE fraternity-led culture of mentoring practices in all schools. However, there is currently no available mentoring framework developed specifically for the PE fraternity that PESTA can use to develop mentors and mentor-coaches to meet schools' needs. However, PESTA has recently developed a Physical Education Lesson Observation Tool (PELOT) to provide a pedagogical language surrounding ‘good’ instructional practices for PE. Even though the PELOT document identified and described very clearly the characteristics for the different categories of instruction, feedback, management, and motivation, what is potentially lacking are exemplary instructional behaviour vignettes that would help elucidate these characteristics for teachers. The purpose of this development project is twofold: (a) to develop the teaching competencies of BPETs through school-based mentoring and with the use of PELOT, complemented by instructional behavior vignettes, and (b) to enhance the mentoring capabilities of experienced PE teachers providing the school-based mentoring and support for their BPETs with a mentoring framework. Up to eight ‘model’ experienced teachers will be identified to be involved in producing the instructional behavior vignettes. Furthermore, a purposefully selected sample of six BPETs (as mentees) paired with experienced teachers (as mentors) from the same school sites (three primary and three secondary schools) will assist in the development and evaluation of the mentoring framework. The six dyads will participate in a 3-day mentoring workshop where they will revisit the new PE syllabus, be familiarised with and learn to teach using the PELOT document, and also to develop the mentor teachers’ mentoring skills. This will be followed-up by a year-long Iterative Development and Evaluation (IDE) phase. Prior to the workshop and the IDE phase, these BPETs PE lessons and their mentors’ mentoring practices will be video-recorded and will serve as baseline data for use during the CPD workshops, and to help further evaluate the mentoring framework during IDE phase. Throughout the 1-year IDE phase, the six dyads will be visited on at least six occasions, where their instructions and mentoring sessions will be recorded for analysis to help evaluate their mentoring experiences and the mentoring framework. In addition, three inter-semester CPD and a culminating workshop will be provided during the year to allow opportunities for the participants to provide feedback to enhance the mentoring framework, ask questions, clarify issues, and receive further training where necessary. Post-IDE phase interviews will also be conducted with the six dyads to help consolidate the feedback for final revision to the deliverables. The deliverables for this development project will be a mentoring framework and a set of instructional behaviour vignettes to complement PELOT that PESTA can use to enhance the pedagogical practices and empower experienced teachers to be effective mentors.

Funding Source
MOE

Related Links
ReEd Vol 19 (2017): Nurturing Beginning Physical Education Teachers

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