The experiences of a physical education boundary spanner during a period of curriculum reform

Curriculum reform is complex, requiring efforts from all levels of the education system, including schools, professional development providers, teacher educators, policymakers, and individual teachers. Each of these stakeholders' interactions can affect the success of curriculum reform, highlighting the necessity for collaborative and coordinated efforts across these stakeholder groups. The main issue for effective curriculum reform is how stakeholders can be engaged in supporting the successful implementation of the changes.

Through autoethnographic methods, this thesis explores the experiences of a physical education 'boundary spanner' during a period of curriculum reform in Ireland. The concept of a boundary spanner describes individuals who bridge differences in interests, professions and organisations and are perceived as important in aiding collaboration to manage 'complex problems'. During the research study, I occupied four roles during a period of curriculum reform: a physical education teacher, a physical education teacher educator, a professional development provider and a PhD researcher. Data were collected over 18 months and consisted of recording critical incidents to document and gather my experiences as a boundary spanner during this period of curriculum reform. Findings suggest that occupying a boundary spanner role enhanced my understanding of curriculum reform, enhanced my awareness of the associated stakeholders, and highlighted the value of engaging in multiple roles.

This thesis sheds light on stakeholders occupying multiple roles across spaces during periods of curriculum reform, which can allow for the development of collaborative partnerships. This can enhance stakeholder understanding of the reform and its impact on others, contributing to developing a shared meaning essential to successful curriculum reform. It also contributes to the literature on longitudinal studies in boundary spanning through an 'insider' autoethnographic approach, which provides detailed insights into the experience, feelings, operations, and actions of a stakeholder occupying multiple roles during a period of curriculum reform.