Equipping future teachers with innovative strategies that increase physical activity in the classroom: a hybrid implementation trial across three Australian universities
IntroductionTransformEd targets initial teacher education (ITE) to equip future teachers with innovative strategies that increase physical activity in the Primary school classroom.MethodsThis hybrid implementation-effectiveness trial investigated the effects of the TransformEd program when embedded...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-05-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1093234/full |
| _version_ | 1797820491553046528 |
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| author | Natalie J. Lander Emiliano Mazzoli Inimfon A. Essiet Inimfon A. Essiet Amanda Telford Kate Ridley Naomi Symington Jo Salmon |
| author_facet | Natalie J. Lander Emiliano Mazzoli Inimfon A. Essiet Inimfon A. Essiet Amanda Telford Kate Ridley Naomi Symington Jo Salmon |
| author_sort | Natalie J. Lander |
| collection | DOAJ |
| description | IntroductionTransformEd targets initial teacher education (ITE) to equip future teachers with innovative strategies that increase physical activity in the Primary school classroom.MethodsThis hybrid implementation-effectiveness trial investigated the effects of the TransformEd program when embedded in ITE degrees at two Australian universities (University 1 Single Unit offering; University 2 Dual Unit offering) over a 12-week period, on pre-service teachers’ perceived competence, confidence, and willingness to deliver active pedagogies, in comparison with a third ‘usual practice’ control university.ResultsThere was a favourable intervention effect on the total teacher perceptions score among pre-service teachers in University 1 compared to the control group pre-service teachers. Further, there was a significant intervention effect on reduced perceived barriers to active strategies in University 1, and a significant increase in perceived effects of active strategies on Primary school student outcomes in University 2. Qualitative data suggested the program strengthened the connection between theory and practice (i.e., how pre-service teachers are educated in university and the way they teach in Primary schools). The program was motivating to both lecturers and pre-service teachers, resulted in them reflecting on their own teaching practice, and helped with pre-service teacher engagement.DiscussionRecommendations for improvement included stronger and more explicit alignment with the Australian Professional Standards for Teachers. |
| first_indexed | 2024-03-13T09:39:05Z |
| format | Article |
| id | doaj.art-0f8c306ca5cc43fe82b3648305559878 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-13T09:39:05Z |
| publishDate | 2023-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-0f8c306ca5cc43fe82b36483055598782023-05-25T04:49:28ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-05-01810.3389/feduc.2023.10932341093234Equipping future teachers with innovative strategies that increase physical activity in the classroom: a hybrid implementation trial across three Australian universitiesNatalie J. Lander0Emiliano Mazzoli1Inimfon A. Essiet2Inimfon A. Essiet3Amanda Telford4Kate Ridley5Naomi Symington6Jo Salmon7Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, VIC, AustraliaInstitute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, VIC, AustraliaSchool of Health and Social Development, Deakin University, Geelong, VIC, AustraliaCentre for Sport, Exercise and Life Sciences, Coventry University, Coventry, United KingdomSchool of Education, Royal Melbourne Institute of Technology University, Melbourne, VIC, AustraliaCollege of Education, Psychology and Social Work, Flinders University, Adelaide, SA, AustraliaSchool of Education, Deakin University, Geelong, VIC, AustraliaInstitute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, VIC, AustraliaIntroductionTransformEd targets initial teacher education (ITE) to equip future teachers with innovative strategies that increase physical activity in the Primary school classroom.MethodsThis hybrid implementation-effectiveness trial investigated the effects of the TransformEd program when embedded in ITE degrees at two Australian universities (University 1 Single Unit offering; University 2 Dual Unit offering) over a 12-week period, on pre-service teachers’ perceived competence, confidence, and willingness to deliver active pedagogies, in comparison with a third ‘usual practice’ control university.ResultsThere was a favourable intervention effect on the total teacher perceptions score among pre-service teachers in University 1 compared to the control group pre-service teachers. Further, there was a significant intervention effect on reduced perceived barriers to active strategies in University 1, and a significant increase in perceived effects of active strategies on Primary school student outcomes in University 2. Qualitative data suggested the program strengthened the connection between theory and practice (i.e., how pre-service teachers are educated in university and the way they teach in Primary schools). The program was motivating to both lecturers and pre-service teachers, resulted in them reflecting on their own teaching practice, and helped with pre-service teacher engagement.DiscussionRecommendations for improvement included stronger and more explicit alignment with the Australian Professional Standards for Teachers.https://www.frontiersin.org/articles/10.3389/feduc.2023.1093234/fullinitial teacher educationpre-serviceinterventionimplementationphysical activity |
| spellingShingle | Natalie J. Lander Emiliano Mazzoli Inimfon A. Essiet Inimfon A. Essiet Amanda Telford Kate Ridley Naomi Symington Jo Salmon Equipping future teachers with innovative strategies that increase physical activity in the classroom: a hybrid implementation trial across three Australian universities Frontiers in Education initial teacher education pre-service intervention implementation physical activity |
| title | Equipping future teachers with innovative strategies that increase physical activity in the classroom: a hybrid implementation trial across three Australian universities |
| title_full | Equipping future teachers with innovative strategies that increase physical activity in the classroom: a hybrid implementation trial across three Australian universities |
| title_fullStr | Equipping future teachers with innovative strategies that increase physical activity in the classroom: a hybrid implementation trial across three Australian universities |
| title_full_unstemmed | Equipping future teachers with innovative strategies that increase physical activity in the classroom: a hybrid implementation trial across three Australian universities |
| title_short | Equipping future teachers with innovative strategies that increase physical activity in the classroom: a hybrid implementation trial across three Australian universities |
| title_sort | equipping future teachers with innovative strategies that increase physical activity in the classroom a hybrid implementation trial across three australian universities |
| topic | initial teacher education pre-service intervention implementation physical activity |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1093234/full |
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