ABSTRACT
This chapter explores in detail how professional learning communities play an important role in building teachers' capacity for school-based curriculum development (SBCD). It presents selected findings from an interpretive study of nine schools, which revealed the role professional learning communities played in supporting teachers to reimagine and recast physical education. Focusing on the lead teachers tasked with designing a new curriculum for physical education within a newly formed curriculum area of health and wellbeing, the study sought to explore how they engaged in SBCD. The chapter also presents important insights about the role of professional learning communities. It shows research findings that indicated that during a period of curriculum change teachers engaged in professional learning activities which led to transformations in their approach to SBCD. The opportunities to meet with other teachers and share ideas appeared to have a powerful influence on the way they conceptualised and approached SBCD.
