Using Collaborative self-study to support professional learning in initial teacher education: developing pedagogy through Meaningful Physical Education

Abstract

Collaborative self-study provides teacher educators with opportunities to enhance professional learning. This paper explores how three teacher educators used this approach to support their learning while introducing the pedagogy of Meaningful Physical Education (MPE) to pre-service teachers (PSTs). Thematic analysis of reflections, critical friend feedback and online conversations were used to generate three themes: Collaborative Self-study helped us to learn about our practice; learn how to support student learning; and learn how to introduce pedagogical innovation. Collaboration reinforced resolve and sustained change through sharing experiences, content, resources, and outcomes. While the context for this study was PE, we believe the findings are relevant for all initial teacher educators seeking to develop their practice. Further research into collaborative self-study practice of pedagogical innovation across varied curricular areas could enhance teacher and student learning.