Identification of Usable Ways to Support and “Scaffold” Danish Schoolteachers in the Integration of Classroom-based Physical Activity: Results from a Qualitative Study

Knudsen, Louise Stjerne; Bredahl, Thomas Viskum Gjelstrup; Skovgaard, Thomas; Elf, Nikolaj Frydensbjerg

doi:10.1080/00313831.2019.1659400

Cited by 11 publications

(5 citation statements)

References 37 publications

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“…Co-creation and teachers' collaboration have been identified as the most important supportive resources for MI sustainability [45]. For co-creation, two main methods were used: (1) to support teacher's autonomy and expertise as creators, individual diaries were used to collect their experiences, with an aim to share their ideas with other participants; and (2) group work for creating ideas was used during seminars to support relatedness between the teachers.…”

Section: Development Process: Design and Pilotingmentioning

confidence: 99%

Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt?

et al. 2022

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Substantial evidence shows that the current level of children’s physical activity (PA) is insufficient. Schools along with academic lessons can offer an effective avenue to increase children’s physical activity and decrease sedentary time. Teacher training in movement integration (MI) has been emphasized as an important strategy in facilitating less sedentary and more physically active lessons. The aim of this study was to explore the design process for developing a teacher training module for MI and its implementation within the comprehensive, school-based, physical activity program. Flexible co-creation methods with teachers were applied. Process evaluation was conducted through individual feedback surveys, observations in schools, evaluating the teacher’s MI mapping timetable, group feedback, and a follow-up study. The two-day module, a practical and flexible approach, ready-to-use resources, allocated time and autonomy for practice, communication with other teachers, and a whole school approach aligned with teachers’ needs are identified as key elements. A follow-up study after the training showed significant changes in teachers’ practices regarding the use of MI in the classroom. The study offers important insights into the design process and its successes and failures. The lessons learnt, a final model of designed seminars, and a toolbox of materials are presented.

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Section: Development Process: Design and Pilotingmentioning

confidence: 99%

Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt?

et al. 2022

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“…Studies of specific interventions within comprehensive school reforms, such as school-or classroom-based physical activity programs (see, e.g. Knudsen et al, 2019;Lee and Welk, 2021), focus on teachers as curriculum makers in micro-and meso-level school-based curriculum development, while school leaders' part in this process has received little attention. As Terhart (2013) points out, there is a greater focus on the role of school leaders as curriculum leaders at the macro-level in school reforms, i.e.…”

Section: Studies On the Role Of School Leaders In School Developmentmentioning

confidence: 99%

Expectations and tensions in school leadership regarding the 2014 Danish school reform: emerging perspectives linking school leadership, learning and well-being

Carlsson

2021

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PurposeThe purpose of this paper is to explore the expectations of and possible tensions in school leadership regarding the implementation of the 2014 Danish school reform and, by extension, to address emerging perspectives linking school leadership, learning and well-being.Design/methodology/approachAn analysis of central policy documents in the reform as well as research reports examining the role of leadership in the implementation of the reform offers insights into the new expectations of and tensions in school leadership. Drawing on theories of school leadership, the analysis highlights the various forms and aspects of school leadership that are at play in the reform.FindingsThe analysis identifies expectations regarding school leadership, ranging from aspects of strategic leadership that focus on management by objectives and results to aspects that are closer to teaching, such as curriculum and instructional leadership. It furthermore highlights barriers with regard to realizing policy intentions of strengthening instructional leadership, such as encroaching upon pedagogical and curriculum leadership, which have traditionally been the domain of teachers. Meanwhile, the kind of leadership that can be practiced through data-based management by objectives and results seems to have been perceived as a more viable approach in the implementation of the reform.Research limitations/implicationsThe papers' theoretical and empirical foundation is rooted in Danish and Scandinavian perspectives on schooling, and thus the generalizability of the findings may be limited to countries with similar perspectives or “packages of expectations” on linking school leadership, learning and well-being.Originality/valueThe paper provides an original contribution through its engagement with the tensions inherent in the specific “package of expectations” and new demands on school leadership in the 2014 school reform.

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“…In Denmark, schools are obliged to integrate 45 minutes of physical activity into the school day. This is however not always achieved, especially for older students, and teachers state that they lack the skills and inspiration needed to implement this requirement meaningfully in academic content [9].…”

Section: Introductionmentioning

confidence: 99%

The Cre@tive Expedition for science literacy

Andersen¹,

Elbæk²,

Thomsen³

et al. 2022

Proceedings of Engaging Citizen Science Conference 2022 — PoS(CitSci2022)

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Students experience the natural science subjects as lacking relevance in relation to their everyday lives. New solutions are needed to maintain students' interest in science subjects. Students' interests are closely linked to the experience of relevance and meaningfulness, which can be promoted by experiential learning with a high degree of student involvement. Students acquire knowledge and skills through practical experiments and scientific data collection and analyses, which can increase their interest in science and increase their science literacy. Citizen science projects involve the public in research, including the problem-definition and development phases. The current project is embedded in education science with the purpose of designing, testing, and evaluating innovative learning activities with the active involvement of students and teachers. These learning activities involve experiential learning and integrate participants' bodies, senses and physical activities, with the goal of increasing participants interest in science and developing their scientific literacy. By an exploratory and emerging process, which involved researchers, practitioner, and students, we created The Cre@tive Expedition. In The Cre@tive Expedition participants use their bodies and senses to solve tasks at the outdoor Active Living Laboratory. The concept is structured as an educational Escape Room designed for participants to problem-solve, collaborate, and be active and experimental. Until now, the concept has been tested in three settings, which has fueled the vision of the development of the Active Living Laboratory as a place where children, teens, and other citizens can engage with science, as well as scientists, and participate in experimenting through inspiring and physically active STEM learning activities. With a citizen science approach, we will explore and develop the involvement of students in all phases of the research project, which is currently in the initial development phase. Based on our participation in CitSci2022, we will further develop our involvement of the public in the research process and in the development of new ways of integrating the body, senses and physical activities through fun, inspiring, and challenging learning.

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Identification of Usable Ways to Support and “Scaffold” Danish Schoolteachers in the Integration of Classroom-based Physical Activity: Results from a Qualitative Study

Cited by 11 publications

References 37 publications

Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt?

Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt?

Expectations and tensions in school leadership regarding the 2014 Danish school reform: emerging perspectives linking school leadership, learning and well-being

The Cre@tive Expedition for science literacy

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