Tools
Tools
Durden-Myers, Elizabeth 
ORCID: 0000-0001-7705-1138 and Mackintosh, C
(2024)
The structural and micropolitical realities of physical literacy professional development in the United Kingdom: navigating professional vulnerability.
Sport, Education and Society.
doi:10.1080/13573322.2022.2137792
|
Text
11704-Durden-Myers-(2022)-The Structural and Micropolitical Realities of Physical Literacy Professional Development in the UK.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. Download (488kB) | Preview |
Abstract
This research examines the implications of professional vulnerability during physical literacy teacher professional development, through the lens of structural and micropolitical theory in the United Kingdom (UK). The research was conducted over a twelve-week period with qualified teachers across primary and secondary school contexts, within the UK. Semi-structured interviews were used to capture the professional development journey of each teacher. Thematic analysis and pen profiles were used to analyse and present the findings of the semi-structured interviews. The results explore expressions of teacher vulnerability through the structural and micropolitical realities experienced during physical literacy professional development. Structural realities were categorised using the political (macro), organisational (meso) and structural (micro) levels with the micropolitical realities categorised using the power dynamics of power over, with and through. This paper calls for the contextual element of professional development to be given as much consideration as the content itself. Professional development can be more effective by connecting the ?what? and ?how? alongside an understanding of the ?where? and ?who?. Structural and micropolitical theory and professional vulnerability offer glimpses into this contextual world, revealing a different but equally important narrative around the wider context of successful and meaningful physical literacy teacher professional development. Finally, the study identifies aspects of transferability into the wider domains of sport coaching and sport development where physical literacy is becoming increasingly visible.
| Item Type: | Article |
|---|---|
| Article Type: | Article |
| Uncontrolled Keywords: | teacher professional development; professional vulnerability; micropolitical theory; physical literacy; sport development |
| Subjects: | H Social Sciences > HM Sociology L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Schools and Research Institutes > School of Education and Science |
| Research Priority Areas: | Society and Learning |
| Depositing User: | Anne Pengelly |
| Date Deposited: | 26 Oct 2022 14:11 |
| Last Modified: | 28 Apr 2024 04:15 |
| URI: | https://eprints.glos.ac.uk/id/eprint/11704 |
University Staff: Request a correction | Repository Editors: Update this record
