Ivan Riolo - Academia.edu (original) (raw)
Papers by Ivan Riolo
This study explores the social domain and the applicability of socio-educational content across P... more This study explores the social domain and the applicability of socio-educational content across Physical Education (PE) contexts. PE has been argued to contribute positively to young people's personal, social and moral development. Moreover, the subject has been projected as a vehicle for bringing across value-laden education and social skills. This research project seeks to add to the existing literature in this area by exploring how physical education teachers in Malta understand socio-educational aspects in PE. It examines the impact of one programme designed to promote social learning through physical activity, the Teaching Personal and Social Responsibility model (TPSR; Hellison, 1995), by looking into the implementation outcomes of this programme when employed by Maltese PE teachers. Underpinned by an interpretivist framework, this qualitative study was inspired by empirical evidence garnered from my own teaching and coaching experiences. In particular, it was driven by a recognition that the focus on physicality in PE contexts often outweighs the educational potential embedded in the socio-affective domains as well as the contradiction between the celebrated social learning in current Maltese educational policy (The National Curriculum Framework) and what takes place in practice. Given this background, the first phase of the study explores the physical educators' knowledge, perceptions and position of the social domain within early secondary PE practices in the Maltese context. In the second phase of the study, a selected group of teachers (N=6), were trained in TPSR (as a valueladen model), which they later implemented over one academic year with students in their first year of secondary education. This, unpredictably, initiated an evolving community of practice (COP) which became embedded and instrumental in the outcomes of this research journey. The coding processes, driven by a Grounded Theory approach, led to the emergent multi-relational core categories. The captured experiences contribute to a deeper understanding of socio-educational aspects across PE as well as the pedagogical attributes of TPSR implemented across a traditionally-oriented PE context. This study contributes to the the very few studies reporting on school-based TPSR implementation. It also captures the participant teachers' perceptions and reflections across the implementation of TPSR, as an innovative model in Maltese PE contexts, and thus brings forward an original contribution to knowledge by focusing on the process of teacher implementation rather than the outcomes. iv Findings across this study project the abstractness, differentiated understanding and application of the social domain in PE, together with the environments this is presented in, as powerful contributors to the devaluing of socio-educational content. The lived experiences across TPSR implementation embedded within a COP, and the reflective practice enjoyed by the teacher-participants, supported a methodology ideologised by the Maltese NCF (2012). This experience facilitated a pedagogy of emergence and teachable moments and is proposed as a process through which socio-educational content could be brought across in meaningful ways. This thesis, framed within a constructivist approach, provides insights on the essential multi-relational aspects of education, which, together with an emergent community of practice (COP), are proposed as key contributors to meaningful education. v ACKNOWLEDGMENTS I owe my sincerest gratitude to the many people who have contributed to this exciting journey. Primarily to the teacher-participants who supported this study and without whom this study would have not been possible. To my supervisors, initially, the late Louisa Webb who set me off on this journey as well as Professor John Evans who made sure I was in good hands. Wholehearted gratitude to Dr. Rachel Sandford whose advice, guidance and positive encouragement throughout these years drove me to reach my targets, to Dr. Mike Waring for your meticulous guidance towards reflecting on diagramming, for your advice, and for the 'curve balls' you threw at me during my yearly evaluations. To my dear family, my wife Charlotte, Mikela my daughter and my son Isaiah who supported this journey by understanding the necessity of those long hours of my silent presence as well as my absence from home, to Kobe who through his favourite ball game of fetch provided my needed time-outs from sitting behind my desk. Lastly, to all my students and young basketball participants who provided me with opportunities for teaching and learning and for discovering my inner desire for value-laden education. To you all, I am truly grateful vi
This study explores the social domain and the applicability of socio-educational content across P... more This study explores the social domain and the applicability of socio-educational content across Physical Education (PE) contexts. PE has been argued to contribute positively to young people’s personal, social and moral development. Moreover, the subject has been projected as a vehicle for bringing across value-laden education and social skills. This research project seeks to add to the existing literature in this area by exploring how physical education teachers in Malta understand socio-educational aspects in PE. It examines the impact of one programme designed to promote social learning through physical activity, the Teaching Personal and Social Responsibility model (TPSR; Hellison, 1995), by looking into the implementation outcomes of this programme when employed by Maltese PE teachers. Underpinned by an interpretivist framework, this qualitative study was inspired by empirical evidence garnered from my own teaching and coaching experiences. In particular, it was driven by a reco...
Sport, Education and Society
Teacher Education Policy and Practice: International perspectives and inspirations, 2018
This chapter delves into the notion of community of practice (CoP) from the perspective undertake... more This chapter delves into the notion of community of practice (CoP) from the perspective undertaken by three doctoral research studies focusing on the continuing professional development (CPD) of mathematics, science and physical education secondary school teachers in Malta. Within a local context in which teacher development through participation in CoP is still in its infancy, we discuss how our understandings and experiences of CoP inform our designs. All three CPD programmes are designed to assist teachers in developing and deepening understandings of both pedagogy and content. Yet, while for the mathematics and science programmes CoP was designed within CPD, for physical education CoP became an emergent component. This chapter will focus on four design features for creating and cultivating communities of practice – the learning environment, reflective practices, the negotiation of meanings and long-term engagement. These features are analysed from data related to accounts of practice from the perspectives and experiences of teacher-participants and the three researchers within their CoP. For the three CPD programmes, the CoP component offered space for teachers to gain more ownership, encouraging reviewing and constructing new knowledge and, along the process engage in deeper reflection on practice. These experiences highlight the need to move from isolated learning practices towards more collegial approaches.
This study explores the social domain and the applicability of socio-educational content across P... more This study explores the social domain and the applicability of socio-educational content across Physical Education (PE) contexts. PE has been argued to contribute positively to young people's personal, social and moral development. Moreover, the subject has been projected as a vehicle for bringing across value-laden education and social skills. This research project seeks to add to the existing literature in this area by exploring how physical education teachers in Malta understand socio-educational aspects in PE. It examines the impact of one programme designed to promote social learning through physical activity, the Teaching Personal and Social Responsibility model (TPSR; Hellison, 1995), by looking into the implementation outcomes of this programme when employed by Maltese PE teachers. Underpinned by an interpretivist framework, this qualitative study was inspired by empirical evidence garnered from my own teaching and coaching experiences. In particular, it was driven by a recognition that the focus on physicality in PE contexts often outweighs the educational potential embedded in the socio-affective domains as well as the contradiction between the celebrated social learning in current Maltese educational policy (The National Curriculum Framework) and what takes place in practice. Given this background, the first phase of the study explores the physical educators' knowledge, perceptions and position of the social domain within early secondary PE practices in the Maltese context. In the second phase of the study, a selected group of teachers (N=6), were trained in TPSR (as a valueladen model), which they later implemented over one academic year with students in their first year of secondary education. This, unpredictably, initiated an evolving community of practice (COP) which became embedded and instrumental in the outcomes of this research journey. The coding processes, driven by a Grounded Theory approach, led to the emergent multi-relational core categories. The captured experiences contribute to a deeper understanding of socio-educational aspects across PE as well as the pedagogical attributes of TPSR implemented across a traditionally-oriented PE context. This study contributes to the the very few studies reporting on school-based TPSR implementation. It also captures the participant teachers' perceptions and reflections across the implementation of TPSR, as an innovative model in Maltese PE contexts, and thus brings forward an original contribution to knowledge by focusing on the process of teacher implementation rather than the outcomes. iv Findings across this study project the abstractness, differentiated understanding and application of the social domain in PE, together with the environments this is presented in, as powerful contributors to the devaluing of socio-educational content. The lived experiences across TPSR implementation embedded within a COP, and the reflective practice enjoyed by the teacher-participants, supported a methodology ideologised by the Maltese NCF (2012). This experience facilitated a pedagogy of emergence and teachable moments and is proposed as a process through which socio-educational content could be brought across in meaningful ways. This thesis, framed within a constructivist approach, provides insights on the essential multi-relational aspects of education, which, together with an emergent community of practice (COP), are proposed as key contributors to meaningful education. v ACKNOWLEDGMENTS I owe my sincerest gratitude to the many people who have contributed to this exciting journey. Primarily to the teacher-participants who supported this study and without whom this study would have not been possible. To my supervisors, initially, the late Louisa Webb who set me off on this journey as well as Professor John Evans who made sure I was in good hands. Wholehearted gratitude to Dr. Rachel Sandford whose advice, guidance and positive encouragement throughout these years drove me to reach my targets, to Dr. Mike Waring for your meticulous guidance towards reflecting on diagramming, for your advice, and for the 'curve balls' you threw at me during my yearly evaluations. To my dear family, my wife Charlotte, Mikela my daughter and my son Isaiah who supported this journey by understanding the necessity of those long hours of my silent presence as well as my absence from home, to Kobe who through his favourite ball game of fetch provided my needed time-outs from sitting behind my desk. Lastly, to all my students and young basketball participants who provided me with opportunities for teaching and learning and for discovering my inner desire for value-laden education. To you all, I am truly grateful vi
This study explores the social domain and the applicability of socio-educational content across P... more This study explores the social domain and the applicability of socio-educational content across Physical Education (PE) contexts. PE has been argued to contribute positively to young people’s personal, social and moral development. Moreover, the subject has been projected as a vehicle for bringing across value-laden education and social skills. This research project seeks to add to the existing literature in this area by exploring how physical education teachers in Malta understand socio-educational aspects in PE. It examines the impact of one programme designed to promote social learning through physical activity, the Teaching Personal and Social Responsibility model (TPSR; Hellison, 1995), by looking into the implementation outcomes of this programme when employed by Maltese PE teachers. Underpinned by an interpretivist framework, this qualitative study was inspired by empirical evidence garnered from my own teaching and coaching experiences. In particular, it was driven by a reco...
Sport, Education and Society
Teacher Education Policy and Practice: International perspectives and inspirations, 2018
This chapter delves into the notion of community of practice (CoP) from the perspective undertake... more This chapter delves into the notion of community of practice (CoP) from the perspective undertaken by three doctoral research studies focusing on the continuing professional development (CPD) of mathematics, science and physical education secondary school teachers in Malta. Within a local context in which teacher development through participation in CoP is still in its infancy, we discuss how our understandings and experiences of CoP inform our designs. All three CPD programmes are designed to assist teachers in developing and deepening understandings of both pedagogy and content. Yet, while for the mathematics and science programmes CoP was designed within CPD, for physical education CoP became an emergent component. This chapter will focus on four design features for creating and cultivating communities of practice – the learning environment, reflective practices, the negotiation of meanings and long-term engagement. These features are analysed from data related to accounts of practice from the perspectives and experiences of teacher-participants and the three researchers within their CoP. For the three CPD programmes, the CoP component offered space for teachers to gain more ownership, encouraging reviewing and constructing new knowledge and, along the process engage in deeper reflection on practice. These experiences highlight the need to move from isolated learning practices towards more collegial approaches.