An Actor-Oriented Perspective on Implementing a Pedagogical Innovation in a Cycling Unit
KAUST Department1KAUST School
Permanent link to this recordhttp://hdl.handle.net/10754/667513
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AbstractPurpose: The purpose of this research was to use an actor-oriented perspective to analyze one teacher’s implementation of the Meaningful Physical Education approach in one Grade 5 classroom in Saudi Arabia. Method: A single case study design was used, with the case being defined as Andy and his teaching of a cycling unit to one Grade 5 class. Data consisted of blog posts, tweets, and semistructured interviews. Results: Andy identified several spheres of influence on implementation, including his personal philosophy, students, co-teachers, and several organizational/environmental characteristics of King Abdullah University of Science and Technology (KAUST) School, as well as important attributes of the innovation that supported implementation. Discussion/Conclusion: An actor-oriented perspective offered insight into a teacher’s insider perspective of a pedagogical innovation, which enabled understanding of how he made sense of Meaningful Physical Education and used those ideas to guide planning, instructional, and assessment decisions in the cycling unit.
CitationVasily, A., Fletcher, T., Gleddie, D., & Ní Chróinín, D. (2020). An Actor-Oriented Perspective on Implementing a Pedagogical Innovation in a Cycling Unit. Journal of Teaching in Physical Education, 1–10. doi:10.1123/jtpe.2020-0186
SponsorsWe acknowledge the support of colleagues, administrators, and students at KAUST School in Saudi Arabia, and Adam Carter’s contributions as a research assistant. We also acknowledge the valuable suggestions and comments from the reviewers of the original manuscript. We have no known conflicts of interest to declare. This manuscript draws on research funded by the Social Sciences and Humanities Research Council of Canada, Insight Development Grant No. 430-2018-0188.