The Conforming, The Innovating and The Connecting Teacher: A qualitative study of why teachers in lower secondary school adopt physically active learning

Øystein Lerum,Hege Eikeland Tjomsland,Petter Erik Leirhaug,Jim Mckenna,Thomas Quaramby,John Bartholomew,Eirik Sørnes Jenssen,Andy-Daly Smith,Geir Kåre Resaland

doi:10.1016/j.tate.2021.103434

Abstract

This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were then analysed thematically. Results indicated that as well as to enhance their teaching and pupils' learning, teachers adopt PAL to adhere to school policy (The Conforming Teacher), to be an innovative educator (The Innovating Teacher), and, because it matches past positive personal experiences (The Connecting Teacher). The findings can be used to shape PAL teacher training programs to increase the likelihood of adoption.

Highlights

IntroductionCampus Sogndal, Box 133, 6851, Sogndal, Norway
Teachers adopt physically active learning (PAL) (1) to enhance their teaching and pupils' learning, (2) to adhere to school policy (The Conforming Teacher), (3) to be an innovative educator (The Innovating Teacher), and, (4) because it matches past positive personal experiences (The Connecting Teacher)
This study provides unique knowledge about why teachers in lower secondary school adopt PAL

Summary

Introduction

Campus Sogndal, Box 133, 6851, Sogndal, Norway. 2019; McMullen et al, 2016). The present study was designed to provide insight into an area with a surprising lack of research - the teacher perspective on implementing PAL and why teachers in lower secondary school decide to integrate PAL into their teaching. Active learning - the emperor's new clothes?

Objectives

Methods

Results

Discussion

Conclusion