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Embedding active pedagogies within pre-service teacher education: implementation considerations and recommendations

Lander, Natalie, Mazzoli, Emiliano, Cassar, Samuel, Symington, Naomi and Salmon, Jo 2020, Embedding active pedagogies within pre-service teacher education: implementation considerations and recommendations, Children, vol. 7, no. 11, pp. 1-24, doi: 10.3390/children7110207.

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Title Embedding active pedagogies within pre-service teacher education: implementation considerations and recommendations
Author(s) Lander, Natalie
Mazzoli, EmilianoORCID iD for Mazzoli, Emiliano orcid.org/0000-0002-9207-4167
Cassar, SamuelORCID iD for Cassar, Samuel orcid.org/0000-0001-6968-7910
Symington, Naomi
Salmon, JoORCID iD for Salmon, Jo orcid.org/0000-0002-4734-6354
Journal name Children
Volume number 7
Issue number 11
Article ID 207
Start page 1
End page 24
Total pages 24
Publisher MDPI AG
Place of publication Basel, Switzerland
Publication date 2020-11
ISSN 2227-9067
2227-9067
Keyword(s) physical activity
mixed methods
RE-AIM
education
student
implementation
scalability
evidence-based practice
Summary 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 (n = 5), lecturers (n = 6), and pre-service teachers (n = 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.
Language eng
DOI 10.3390/children7110207
Indigenous content off
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30145094

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.