Abstract:This study adopted an interpretive qualitative approach, using narrative inquiry to understand the experiences of early career physical education (PE) teachers who took 'risks' during their training year, and who had been teaching in schools. Narrative interviews were conducted with nine PE teachers who had engaged with a Risk-Taking Professional Development Programme (PDP) during their training year and who had been teaching for between two months and five years. Interviews explored the meanings, definitions … Show more
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