Enabling the uptake of pedagogical innovations in physical education: The role of social media

Abstract

Despite the development of many promising innovations in physical education (PE), their lack of sustained use by teachers often stems from inadequate access to effective professional development (PD). Social media has the potential to serve as a platform for accessible, self-driven PD, supporting teachers’ ongoing learning about pedagogical innovations. The purpose of this research is to investigate the role that social media has played in enabling teachers’ uptake and sustained use of the pedagogical innovation Meaningful PE. The research is grounded in Wenger's (1998) social learning theory, which positions learning as a social process occurring through active engagement and participation within a Community of Practice (CoP). Qualitative data were gathered from six teachers through individual semi-structured interviews. The findings reveal that social media served as a catalyst for continuous learning and reflection among PE teachers, and facilitated their uptake of Meaningful PE. The presence of experts and peers on social media platforms provided a dynamic environment for professional learning, growth, collaboration, and innovation. The formation of a CoP consisting of researchers, practitioners, and teachers on social media significantly influenced the teachers’ sustained implementation of Meaningful PE. By engaging in discussions, sharing experiences, and collaborating online, teachers were able to maintain their implementation of Meaningful PE. This collaborative, reflective, and sustainable environment aligns with the essential characteristics of effective PD, recognizing teachers as active participants within a supportive social context. Overall, this research provides evidence of the role that social media can play in supporting teachers’ uptake and sustained implementation of pedagogical innovations. Implications are considered for PD programs and their providers.