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dc.contributor.authorØystein, L.
dc.contributor.authorTjomsland, H.E.
dc.contributor.authorLeirhaug, P.E.
dc.contributor.authorMcKenna, J.
dc.contributor.authorQuaramby, T.
dc.contributor.authorBartholomew, J.
dc.contributor.authorJenssen, E.S.
dc.contributor.authorDaly-Smith, Andrew
dc.contributor.authorResaland, G.K.
dc.date.accessioned2021-12-20T12:11:40Z
dc.date.accessioned2021-12-23T11:48:12Z
dc.date.available2021-12-20T12:11:40Z
dc.date.available2021-12-23T11:48:12Z
dc.date.issued2021-09
dc.identifier.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.
dc.identifier.urihttp://hdl.handle.net/10454/18714
dc.descriptionYes
dc.description.abstractThis 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.
dc.language.isoenen
dc.rights(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/)
dc.subjectMovement integration
dc.subjectSchool-based physical activity
dc.subjectClassroom-based physical activity
dc.titleThe Conforming, The Innovating and The Connecting Teacher: A qualitative study of why teachers in lower secondary school adopt physically active learning
dc.status.refereedYes
dc.date.Accepted2021-06-27
dc.date.application2021-07-06
dc.typeArticle
dc.type.versionPublished version
dc.identifier.doihttps://doi.org/10.1016/j.tate.2021.103434
dc.date.updated2021-12-20T12:11:50Z
refterms.dateFOA2021-12-23T11:48:32Z
dc.openaccess.statusopenAccess


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