An Actor-Oriented Perspective on Implementing a Pedagogical Innovation in a Cycling Unit
Andy Vasily, Tim Fletcher, Doug Gleddie, Déirdre Ní Chróinín
Abstract
Purpose : 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.