Using social network theory to explore a participatory action research collaboration through social media

Collaborative learning communities (CLCs) are recognised for their potential to support Physical Education (PE) teachers’ professional development. Recent writings suggest that the integration of on-and-off line learning opportunities within CLCs can further promote teachers’ networking. The aim of the present study was to use a social network framework for tracking changes that technology use brought in already existing paths of bonds and ties within a CLC. There were five participants (two teacher educators; three PE teachers) in study, using participatory action research (PAR) to implement a games-centred approach in primary PE. Data collection included the game framework, instructional templates and lesson plans, face-to-face and virtual meetings (ZOOM and WhatsApp), message texts, semi-structured interviews and notes on each participant’s PAR cycle (planning, acting and reflecting). Data from the meetings were gathered in two ways: (a) for face-to-face meetings, research memos were compiled at the end of each meeting, (b) for ZOOM, meetings were recorded and transcribed, and (c) WhatsApp conversations were gathered and exported verbatim to a Word document. Data analysis followed an inductive approach of open and axial coding. Overall results indicated three themes: (1) digital media as contexts of a common identity negotiation; (2) digital media as spaces for virtual connectivity and praxis; and (3) digital media as support systems for content-based learning. The use of digital tools can help sustain PE teacher pedagogical growth when e-networking bonds, ties, boundaries and path lengths serve to facilitate the breaking down of authority and the establishment of shared power and inclusion.