No abstract

Physical Education (PE) provides Foundation Phase learners aged six to nine the opportunity to develop their cognitive, social, emotional and physical domains. However, if these benefits are not realised for learners in low-resource schools, contextually-based and needs-driven continuing professional teacher development (CPTD) courses may be warranted. The aim of this study was to interpret Foundation Phase teachers’ experiences of teaching PE in low-resource schools, to inform the design of CPTD in this area. A qualitative research design situated within the interpretive paradigm was employed. Twenty-four (24) Foundation Phase teachers working in nine Quintile Three schools in Gqeberha participated in semi-structured interviews. The data was thematically analysed. Three broad themes were identified, namely personal barriers, systemic barriers and positive responses to existing challenges. There was a significant overlap between the themes, which highlights the complexity of teachers’ experiences and perceptions of PE. The findings support a transformative and collaborative approach to CPTD to assist Foundation Phase teachers with teaching PE in the context of disadvantaged low-resource schools.