This thesis explores the journeys of two teachers in becoming-Activist as they learned to use
and enact an activist approach with girls in their physical education programmes. Unlike
traditional approaches to teacher professional learning that typically involve short off-site
workshops, this study explores the value of on-site learning, where teachers can integrate
their learning into their daily professional practice. The four critical elements of an activist
approach, student-centred pedagogy, pedagogies of embodiment, inquiry-based education
centred in action, and listening and responding over time, offer a structure to support teachers
in better facilitating girls’ motivation, interests and learning in physical education. While this
approach has been extended into teacher education, there is limited research exploring the
nature of in-service teachers’ experiences in becoming-Activist. Conducted over a 9-month
period in two Glasgow secondary schools, two teachers were supported to enact an activist
approach. Data generation included semi-structured interviews with teachers, group
interviews with pupils, debriefing sessions, lesson observations, monthly teacher group
meetings, classroom artefacts and debriefing sessions with a mentor. Dialectical thinking was
applied to analyse the data, involving versus coding, then concept coding, which were then
woven into narratives to represent the challenges teachers encountered in enacting an activist
approach. The findings demonstrate the complexities inherent in teachers’ journeys toward
becoming-Activist, revealing shifts in teacher-pupil and pupil-pupil relationships, heightened
visibility of teachers’ and pupils’ practices, a transition toward more democratic forms of
participation for girls, and the benefits and challenges of school-based professional learning.
These insights highlight the importance of ongoing critical reflection to help teachers
navigate the challenges of becoming-Activist. Furthermore, this study supports the notion of
school-based professional learning, emphasising the need to address the challenges posed by
school contexts, as well as the professional identities and socialisation of teachers.
| Date of Award | 25 Nov 2024 |
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| Original language | English |
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| Awarding Institution | - University Of Strathclyde
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| Sponsors | University of Strathclyde |
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| Supervisor | David Kirk (Supervisor) & Dillon Landi (Supervisor) |
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