Translating change into improved practice : analysis of teachers’ attempts to generate a new emerging pedagogy in Scotland

Abstract In Scotland, substantial changes in the management of education at national, local authority and school/community levels are afoot. Central to future improvements are how teachers translate curriculum guidelines, with an increased focus on health and well-being and holistic learning experiences, into constructivist inclined pedagogical practices. Through reviewing semi-structured interviews and planning conversations, this article reports on five teachers’ attempts to introduce new teaching approaches in primary school physical education programmes. Each of the teachers had completed a new Postgraduate Certificate in Physical Education, which aimed to help teachers understand more about developmentally appropriate physical education. We investigate their responses in trying to cultivate an emergent pedagogy with a greater emphasis on creating pedagogical opportunities that are inclusive and clearly connected with national educational priorities. Findings illustrate the diverse ways in which teachers used their professional development experiences as the basis for engaging with curriculum policy and the means by which they implemented new practices and knowledges in their schools