Enabling or limiting: the role of pre-packaged curriculum resources in shaping teacher learning

Abstract

Pre-packaged curriculum resources that are purportedly designed to support teachers to deliver physical education in primary school settings have become prolific internationally. While both teachers and teacher educators use curriculum resources extensively, there has been little exploration into the effectiveness of resources in supporting teacher learning. The use of curriculum resources in one PD programme is used to illustrate the extent to which resources mediate teacher learning, acting as enablers and limiters for changing teacher practice, potentially both reskilling and deskilling teachers. The design and use of curriculum materials needs to be re-imagined in order to better support teacher learning.