Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations
The physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. Instead of targeting in-service teachers, this study emb...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-11-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/7/11/207 |
| _version_ | 1797549106845974528 |
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| author | Natalie Lander Emiliano Mazzoli Samuel Cassar Naomi Symington Jo Salmon |
| author_facet | Natalie Lander Emiliano Mazzoli Samuel Cassar Naomi Symington Jo Salmon |
| author_sort | Natalie Lander |
| collection | DOAJ |
| description | The physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. Instead of targeting in-service teachers, this study embedded an evidence-based active pedagogy program called Transform-Ed! into pre-service teacher education. Pre/post surveys and post-program interviews and focus group discussions were conducted with key stakeholders (<i>n</i> = 5), lecturers (<i>n</i> = 6), and pre-service teachers (<i>n</i> = 274) involved with the 12-week program. The design, implementation, and evaluation of the study were systematically guided by all five dimensions of Glasgow and colleagues’ RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework. Linear mixed models, descriptive analysis and a framework approach were used to analyse the data. Significant improvements were observed in pre-service teachers’ willingness, confidence, and competence to implement physically active pedagogic strategies following the intervention. Pre-service teacher perceived effectiveness of such strategies on student outcomes also significantly increased and perceived barriers decreased. High adherence was consistently reported and the program was maintained after completion of the implementation trial by all lecturers. Four key themes spanning multiple dimensions and participant levels informed recommendations for program scalability: an “inter-systemic approach”, a “co-design” approach, “embedded in professional practice”, and “evidence of impact” on teacher practice. Anchored in real-world settings and tethered by implementation science, Transform-Ed! could have the potential to advance the teaching capability of teachers, and transform the learning experience and physical and academic outcomes of primary school students. |
| first_indexed | 2024-03-10T15:09:03Z |
| format | Article |
| id | doaj.art-6b34af27000344fab80d52c0d5168dec |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-10T15:09:03Z |
| publishDate | 2020-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-6b34af27000344fab80d52c0d5168dec2023-11-20T19:28:36ZengMDPI AGChildren2227-90672020-11-0171120710.3390/children7110207Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and RecommendationsNatalie Lander0Emiliano Mazzoli1Samuel Cassar2Naomi Symington3Jo Salmon4Faculty of Arts and Education, Deakin University, Geelong, VIC 3220, AustraliaInstitute of Physical Activity and Nutrition (IPAN), Faculty of Health, Deakin University, Geelong, VIC 3220, AustraliaInstitute of Physical Activity and Nutrition (IPAN), Faculty of Health, Deakin University, Geelong, VIC 3220, AustraliaFaculty of Arts and Education, Deakin University, Geelong, VIC 3220, AustraliaInstitute of Physical Activity and Nutrition (IPAN), Faculty of Health, Deakin University, Geelong, VIC 3220, AustraliaThe physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. Instead of targeting in-service teachers, this study embedded an evidence-based active pedagogy program called Transform-Ed! into pre-service teacher education. Pre/post surveys and post-program interviews and focus group discussions were conducted with key stakeholders (<i>n</i> = 5), lecturers (<i>n</i> = 6), and pre-service teachers (<i>n</i> = 274) involved with the 12-week program. The design, implementation, and evaluation of the study were systematically guided by all five dimensions of Glasgow and colleagues’ RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework. Linear mixed models, descriptive analysis and a framework approach were used to analyse the data. Significant improvements were observed in pre-service teachers’ willingness, confidence, and competence to implement physically active pedagogic strategies following the intervention. Pre-service teacher perceived effectiveness of such strategies on student outcomes also significantly increased and perceived barriers decreased. High adherence was consistently reported and the program was maintained after completion of the implementation trial by all lecturers. Four key themes spanning multiple dimensions and participant levels informed recommendations for program scalability: an “inter-systemic approach”, a “co-design” approach, “embedded in professional practice”, and “evidence of impact” on teacher practice. Anchored in real-world settings and tethered by implementation science, Transform-Ed! could have the potential to advance the teaching capability of teachers, and transform the learning experience and physical and academic outcomes of primary school students.https://www.mdpi.com/2227-9067/7/11/207physical activitymixed methodsRE-AIMeducationstudentimplementation |
| spellingShingle | Natalie Lander Emiliano Mazzoli Samuel Cassar Naomi Symington Jo Salmon Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations Children physical activity mixed methods RE-AIM education student implementation |
| title | Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations |
| title_full | Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations |
| title_fullStr | Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations |
| title_full_unstemmed | Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations |
| title_short | Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations |
| title_sort | embedding active pedagogies within pre service teacher education implementation considerations and recommendations |
| topic | physical activity mixed methods RE-AIM education student implementation |
| url | https://www.mdpi.com/2227-9067/7/11/207 |
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