Informal learning processes in the daily practice of one German PE teacher

Abstract

ABSTRACT Background: Physical education (PE) teachers’ learning processes are one important factor influencing the quality of PE and the learning outcomes of their students. To conceptualise learning for this study two dimensions were meaningful: an individual dimension with a focus on knowledge construction and other traits of teachers and a situational dimension that focuses on the special situation of teachers’ workplace. For this study changes in the professional competencies of an individual are used as indicators for previously occurring learning processes. Professional competencies are defined from the perspective of the competency-centred professional research branch. Purpose: This study aimed to reconstruct the working processes of PE teachers, which are associated with changes in professional competencies as indicators for professional learning. The following research question was therefore central to the study: In the context of which working activities does a teacher learn and how is this learning influenced? Method: The study followed a case study research approach and is based primarily on eight approximately 90-minute interviews. Grounded theory coding processes were used as the data analysis strategy. After the final interview, the working process of lesson planning and delivery was selected as the further focus of the analysis because there were only a few learning situations in the other working processes and constant comparison was within these working processes not reasonably possible. The cases within the selected category were categorised into four categories that differentiate sub-working processes and changes in professional competencies. Findings: Informal learning takes place in different facets of the daily work processes of a physical education teacher and extends over long periods. As outlined above, the presentation of the results for the working process of lesson planning and delivery follows the four identified subcategories: impetus, initial development, further development, and routine adaptation. The order of these four categories follows a chronological order of the working process. Changes in professional competencies were observed in the two middle categories concerning professional knowledge (content knowledge and pedagogical content knowledge) and professional vision. The changes in the named professional competencies were influenced by several external and internal factors, such as time, collegial conversation, or availability of high-quality information. Conclusion: The data of the study support assumptions about the strong importance of informal learning in a teacher's everyday working processes. Therefore, support for professional learning in the every day should focus on these informal processes. Based on the results, three options for supporting informal learning can be concluded. Firstly, the investigated teacher reported extensive time needed for research in the initial development stage and that reliable sources for high-quality knowledge and teaching materials spare time, but these sources are rare. Secondly, informal learning processes might be supported by some sort of incentives or acknowledgment. Third a structurally integrated opportunity to engage with professional learning communities might foster the transformation of working processes into learning opportunities.