Damian 105

Position Graduation Year

Qualifications Years employment at setting

HPE teacher

2012 Bach. Ed. (PE) 3 years

I approached this conversation with some trepidation. Again, I was conscious of the fact that Damian was an early career teacher, and after the conversation with Aaron, I was wary of repeating that scenario. Damian, however, seemed more at ease with the process and, in turn, that made me feel more comfortable. As mentioned, Damian was a recent graduate from university, having completed his studies in 2012. After graduating with a Bachelor of Education (Physical Education), Damian commenced his teaching career at St David’s College in 2013. Again, being an early career teacher, Damian admitted to being focused on his teaching duties and not looking forward with regard to future issues in the discipline:

Damian - Just you sort of – you feel like you’re busy and especially – this is first year I've taught Year Nine Maths, so that’s a sort of new subject, so I put a bit of time into that and make sure I’m prepared for that, things like that, so – yeah. I’d say as an early career teacher, a lot of your time is – focuses on making sure you’re meeting your deadlines and teaching your students the right stuff. Like I say, you’re sort of focused on what’s happening nice and close to you, not so much the broader future. I asked about his knowledge of the historical background to physical education in Australia and Damian acknowledged that his understanding was limited and that he had difficulty in recollecting any significant milestones within the discipline. He did venture an opinion that obesity was a noteworthy issue for consideration.

The conversation then explored Damian’s involvement in curriculum development. For the most part, Damian’s curriculum development experience had been limited to his university studies and the development and implementation of a VELS based curriculum. This was the curriculum model that he felt most comfortable and familiar with. When I enquired about other curriculum models that he was acquainted with, Damian spoke briefly of his understanding of the recently introduced AusVELS curriculum. Damian taught a range of classes at school, from Year 7 to Year 11. His teaching was not necessarily just HPE classes and he found the demands of teaching outside his preferred subject area took extra time and energy.

I then approached the subject of educational change and Damian’s attitude towards it. He commented that in reference to educational change he felt his attitude was good but it was an imposed requirement because of the changing nature of the world:

Damian - Well, that’s an interesting – my attitude towards it. I think updating it is a good idea, definitely needs to happen because otherwise – because I suppose we’re changing as a nation and

the world is changing so quickly and technology and stuff like that, it needs to update to follow that. So I think updates are good as long as they’re easy to understand and work out what you need to be, I suppose, getting out to your kids, what information.

Damian felt that his awareness of and involvement in the AC:HPE Curriculum were not high. As an early career teacher he found that he was focused on his own teaching and so he was not aware of any opportunities to have input into the AC:HPE Curriculum.

I then proceeded to discuss with Damian his knowledge of the AC:HPE Curriculum. He considered that his knowledge was limited although as a general statement he volunteered how the AC:HPE Curriculum would bring all the various State and Territory HPE curricula together.

Damian- It brings to mind that all the states and territories would be working to one curriculum and I suppose that would allow it to be instead of VCE and HSC, it would be just one say, top end sort of certificate

In attempting to draw out more detail from Damian as to the actual content of the AC:HPE Curriculum, he again volunteered that his interest levels were low and that he was focused on his own teaching. Once again, Damian reiterated that as an early career teacher his attention and motivation were focused on that.

In concluding the conversation, Damian felt that the AC:HPE Curriculum was a case of implementing enforced change. At the present moment he was not concerned as to what the changes would mean to him as a teacher. It was a case of ‘wait and see’ what type of impact the AC:HPE Curriculum would have upon his teaching. He offered an opinion that the AC:HPE would mean a ‘tweaking’ of the present curriculum – but he really was not sure. Until he saw

the document and the change was upon him he was not prepared to get too involved in the process.

Damian - Well, ‘cause I sort of feel our curriculum at the moment – well, what we're running here at the moment is pretty good for students and just getting some benefit and having an impact on the students, so – I'd consider it. Look, it wouldn't be too bad.

While this conversation was more relaxed, the depth of the conversation was not what I expected. There was a part of me that felt that I should be getting more from the invited participants (and I’m sure as a first-time researcher I was missing a lot) but at what point in the research does the discussion with the invited participant turn from a “Q and A” session into a conversation? At this stage, my inability to probe deeper into the conversation could be likened to the early learner driver, heavily focused on the mechanics of driving and not scanning the road ahead for ‘interesting detours’. This was frustrating, because I wanted to make the most of this valuable opportunity and to do it justice. After the first set of interviews, I was expecting that there would be more banter, more connection between the invited participants and myself, not just a question and answer type session.