Abstract
This thesis critically evaluates newly qualified teachers’ (NQTs) ideology and understanding of Physical Education (PE) across England’s four compulsory age phases. The purpose was to consider how change and transformation of the subject might be possible. The research drew upon Habermassian perspectives of Critical Theory (CT), particularly ‘Ideology Critique’ (IC) (Schmid, 2018; Ryan, 2018) to help structure the research, providing critical insight into new teachers’ understanding of the subject and any constraints experienced. Key features of CT are that it offers and recognises the causes that constrain an individual’s autonomy, is explanatory and has a transformative agenda allowing for the exploration of experiences, values and questioning of assumptions (Cornbleth, 2017; Kincheloe & McLaren, 2011). The uniqueness of this study was to adopt a Habermassian IC (Edgar, 2006) to examine teachers’ understanding of PE and apply CT to PE research that brings to light a teacher’s ideology and beliefs across all key stages.The study achieved this through collaboration among teachers (focus groups) who created their own collectively agreed ‘Utopian ideals’ solutions to positively change PE. This thesis recognises them as a key stakeholder of PE, providing contrasting opinions from the traditional concept of so-called ‘expert scholars’ (Cohen et al., 2018). The study provides empirical evidence of the differing relationship that teachers of PE have with the subject, dissidence over the purpose, and the impact of government policy. Professional challenges were recognised, including the low status and time allocated. Primary participants recognised the pedagogical challenges in teaching PE and embraced external providers, whereas secondary participants described engagement issues with pupils. Acculturated school experiences of PE often influenced participants’ affinity with the subject. The research approach provided participants with the necessary tools to feel empowered while working together to suggest ways to possibly transform the subject and generate the necessary data
(Cohen et al., 2018; Harvey & Holmes, 2012) and evaluating whether their suggested changes could be implemented. Successful reflection and mentorship can have a positive effect on NQTs’ effectiveness and approach (Bennett et al., 2013), and the opportunity to network with a community of colleagues can provide novice teachers with support and aid with problem-solving of the daily challenges faced and ‘give voice’ (Able et al., 2018).
| Date of Award | 2023 |
|---|---|
| Original language | English |
| Awarding Institution |
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