Dataset Information

The Attitudinal Style as a Pedagogical Model in Physical Education: Analysis of Its Effects on Initial Teacher Training.

ABSTRACT: The implementation of the pedagogical model has meant an increase in rigour and coherence in Physical Education (PE) classes. The objectives of the study were twofold; (a) to delimit the characteristics and elements that make up Attitudinal Style as a pedagogical model; (b) to analyze the perception of future teachers on the usefulness and transferability of the model in their classes. Twelve future PE teachers (seven women and five men) with an age of 20.14 ± 1.48 participated. All of them were part of the University of Burgos (Spain). A qualitative approach was used with two data collection instruments (reflective group journals and discussion group) and two categories of analysis were established: (a) usefulness in the construction of professional identity; (b) transferability of the Attitudinal Style in the school. The results showed how future PE teachers consider the model as a transcendental methodological tool in understanding and addressing PE at school. Interpersonal relationships in the classroom, student autonomy and group responsibility are highlighted as necessary aspects with high transferability to the school.

SUBMITTER: Perez-Pueyo A

PROVIDER: S-EPMC7216166 | biostudies-literature | 2020 Apr

REPOSITORIES: biostudies-literature

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The Attitudinal Style as a Pedagogical Model in Physical Education: Analysis of Its Effects on Initial Teacher Training.

Pérez-Pueyo Ángel Á Hortigüela-Alcalá David D Hernando-Garijo Alejandra A Granero-Gallegos Antonio A

International journal of environmental research and public health 20200419 8

The implementation of the pedagogical model has meant an increase in rigour and coherence in Physical Education (PE) classes. The objectives of the study were twofold; (a) to delimit the characteristics and elements that make up Attitudinal Style as a pedagogical model; (b) to analyze the perception of future teachers on the usefulness and transferability of the model in their classes. Twelve future PE teachers (seven women and five men) with an age of 20.14 ± 1.48 participated. All of them were ...[more]

PMID: 32325862

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Project description:PurposeLow levels of physical activity and high levels of sedentary behaviour are pervasive, especially in schools. Pre-service teacher education is pivotal to school and educational reform but is an under-studied setting for physical activity and sedentary behaviour intervention research. The objective of this pilot study was to test the feasibility and potential impact of embedding evidence-based active pedagogy based on an adapted version of Transform-Us!, Transform-Ed! in one core unit of an undergraduate teacher education degree.MethodsBaseline and follow-up measures (i.e. surveys) were conducted with Bachelor of Education (Primary) pre-service teachers who received the Transform-Ed! intervention and academic educators who delivered the intervention. Focus groups of senior academics and telephone interviews with primary school principals examined perceptions of intervention feasibility and explored potential real-world relevance and impact of pre-service teachers training in active pedagogy.ResultsAfter 12 weeks, pre-service teachers (n = 218) were significantly more willing (pre-post change Δ = 0.54, 95% CI [0.16, 0.91]), confident (Δ = 1.40, 95% CI [0.89, 1.91]) and competent (Δ = 2.39, 95% CI [1.85, 2.92]) to deliver Transform-Ed!, had more positive feelings about the impact of physical activity on student outcomes (Δ = 2.05, 95% CI [1.58, 2.52]), and perceived fewer barriers to integrating Transform-Ed! into current and future teaching (Δ = - 7.26, 95% CI [- 8.88, - 5.64]). Four major themes emerged from the focus groups (n = 9) and interviews (n = 5) around participant perceptions of Transform-Ed!: (i) acceptability and appropriateness, (ii) need (tertiary level), (iii) need (primary level) and (iv) overcoming challenges.ConclusionThe Transform-Ed! pilot study demonstrated promising results across multiple participant levels, as it was perceived to be feasible, acceptable and appropriate by pre-service teachers, academics and school principals. The findings have direct implications for the progression of Transform-Ed! from pilot to a future definitive trial.

Project description:In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic understanding and conceptualization of NGSS and PBL, their application of this understanding in their curriculum writing varied. The present study may help to inform future efforts to support teachers to align curricula and instruction to NGSS through teacher PD.

Dataset Information

The Attitudinal Style as a Pedagogical Model in Physical Education: Analysis of Its Effects on Initial Teacher Training.

Publications

The Attitudinal Style as a Pedagogical Model in Physical Education: Analysis of Its Effects on Initial Teacher Training.

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