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

Area of Science:

• * Education and Public Health
• * Implementation Science
• * Teacher Professional Development

Background:

• * Low physical activity levels in Australian children are linked to poor health and academic outcomes.
• * Schools offer a prime setting for physical activity interventions.
• * Targeting pre-service teachers provides a scalable approach to embedding active pedagogy.

Purpose of the Study:

• * To evaluate the effectiveness of embedding an active pedagogy program (Transform-Ed!) into pre-service teacher education.
• * To assess the program's reach, effectiveness, adoption, implementation, and maintenance using the RE-AIM framework.
• * To identify factors influencing the program's scalability.

Main Methods:

• * A 12-week intervention involving pre-service teachers (n=274), lecturers (n=6), and stakeholders (n=5).
• * Data collection through pre/post surveys, interviews, and focus groups.
• * Analysis using linear mixed models, descriptive statistics, and a framework approach.

Main Results:

• * Significant improvements in pre-service teachers' willingness, confidence, and competence in implementing active strategies.
• * Increased perceived effectiveness and decreased perceived barriers regarding active pedagogy.
• * High program adherence and maintenance by lecturers.

Conclusions:

• * Embedding active pedagogy programs into pre-service teacher education is feasible and effective.
• * Key themes for scalability include inter-systemic approach, co-design, professional practice integration, and evidence of impact.
• * The Transform-Ed! program shows potential to enhance teacher capabilities and improve student learning and health outcomes.