Embedding Active Pedagogies into Pre-Service Teacher Education: Implementation Considerations and Recommendations

Abstract

Purpose: 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. Methods: Surveys, interviews and focus group discussions were conducted with key stakeholders, lecturers and pre-service teachers involved with the 12-week program. The design, implementation and evaluation of the study were systematically guided by all five dimensions of the RE-AIM framework – reach, effectiveness, adoption, implementation, and maintenance. Linear mixed models, descriptive analysis and a framework approach were used to analyse the data. Results: 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 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 capability of teachers and transform the learning experience and physical and academic outcomes of future primary school students.