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The Conforming, The Innovating and The Connecting Teacher: A qualitative study of why teachers in lower secondary school adopt physically active learning
Øystein, L. Tjomsland, H.E., Leirhaug, P.E. McKenna, J. Quaramby, T. Bartholomew, J. Jenssen, E.S. Resaland, G.K.
Øystein, L.
Tjomsland, H.E.,
Leirhaug, P.E.
McKenna, J.
Quaramby, T.
Bartholomew, J.
Jenssen, E.S.
Resaland, G.K.
Publication Date
2021-09
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(c) 2021 The Authors. This is an Open Access article distributed under the Creative Commons CC-BY license (http://creativecommons.org/licenses/by/4.0/)
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openAccess
Accepted for publication
2021-06-27
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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.
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Published version
Citation
�ystein L, Tjomsland HE, Leirhaug PE et al (2021) The Conforming, The Innovating and The Connecting Teacher: A qualitative study of why teachers in lower secondary school adopt physically active learning. Teaching and Teacher Education. 105: 103434.
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Article