Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review

Abstract

The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection to identify research-based papers. 29 articles were selected, most of which were from Europe and North America. The most researched model was Sport Education, and studies considering novice teachers were scarce. The predominant methodology across studies involved multiple qualitative data sources and inductive analysis. Our major finding was the identification of three themes reflecting distinct challenges to the implementation of student-centred models: (a) teacher-related challenges (i.e. pervasive beliefs, occupational socialization, managerial- and instruction-related); (b) student-related challenges (i.e. student resistance to engaged participation in student-centred models); and (c) external challenges (i.e. context- and environment-related). Physical education teacher education should invest in training preservice teachers to: (a) manage the dynamics of students’ cooperative interactions and peer-assisted learning; (b) design developmentally appropriate small-sided games and problem-solving contexts, and (c) scaffold the gradual transfer of responsibility to students for their engagement in persistent learning team activities. Longer studies and the inclusion of student perspectives will be particularly valuable for future investigations.

A Novice Teacher as Facilitator of Learning During a Hybrid Sport Education/Step-Game Approach Volleyball Season

“…Allied to that, the findings of this AR-cycle stressed the importance of combining indirect and explicit teaching strategies according to students' prior knowledge and skill level, to sustain students' successful active involvement in the learning tasks (Metzler, 2017). As previously identified in the study of Silva et al (2021b), the dynamic and complementary use of both indirect and direct instruction by teachers, when tailored to students' current needs of mediation, is a strategy extremely valued by students. Furthermore, through this mix pedagogical intervention (indirect and explicit teaching strategies), the NT created an environment simultaneously supportive and challenging, which encouraged students to be more actively involved in PE (Mesquita et al, 2015).…”

“…In this respect, most of the studies conducted so far typically include experienced PE teachers rather than examining the pedagogical implementation of student-centered models by NTs (Silva et al, 2021b). The limited research with NTs shows that they maintained tight control of the lessons using reproductive teaching styles and loworder questioning (O'Leary, 2014).…”

“…Investigating NTs' teaching practices is particularly important and can be extremely insightful given the rich information drawn from their lived experiences, skills, and conceptions. Moreover, it can provide useful information for future pedagogical practices of many other practitioners who will shape their behaviors as teachers at an early stage of their career (Silva et al, 2021b).…”

“…Second, the characteristics of the PETE program in which the NT graduated, a program with specific training in student-centered models. For instance, in a recent systematic review conducted by Silva et al (2021b), the authors concluded that teacher's occupational socialization experiences are a strong predictor of their adherence (or lack of that) to these pedagogies.…”

Adoption and fidelity of Sport Education in Spanish schools

“…Instead, models must constitute a provisional plan, co-constructed by the teacher and the students, and which must be adapted to the circumstances, and not a list of content or learning experiences. However, we also recognise that many teachers make local adaptations when implementing SE, both due to the challenges and constraints encountered when they are novices (Silva et al, 2021) and after the first implementation period when there is a tendency to water down the model. While this is not necessarily problematic, training efforts should still focus on presenting the full version of the model so that teachers can later decide how best to contextualise it, and, at the same time, to clearly highlight the model features that provide greater results and that at the same time will be easily 'bought' by most of the teachers.…”