Academic Journal
Fostering In-Service Teachers' Motivation, Professional Competence, and Implementation of Physically Active Learning via Example-Based, Experience-Based, or Problem-Solving Professional Development Formats.
| Τίτλος: | Fostering In-Service Teachers' Motivation, Professional Competence, and Implementation of Physically Active Learning via Example-Based, Experience-Based, or Problem-Solving Professional Development Formats. |
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| Συγγραφείς: | Klimpki, Tjari, Heemsoth, Tim |
| Πηγή: | European Journal of Investigation in Health, Psychology & Education (EJIHPE); Mar2026, Vol. 16 Issue 3, p42, 22p |
| Θεματικοί όροι: | In-service training of teachers, Experiential learning, Employee training, Academic motivation, Teacher competencies, Continuing education, Active learning, Inquiry-based learning |
| Περίληψη: | Physically Active Learning (PAL) integrates physical activity into classroom teaching and has been shown to benefit students' cognitive, social, and academic outcomes. Despite these advantages, PAL is not yet sustainably implemented in everyday school practice, highlighting the need for effective professional development (PD) formats for teachers. This randomized controlled experimental study examined how different PD formats, varying in their mode of engagement with ready-to-use PAL materials, affect teachers' motivation, professional competence, and implementation of PAL. A total of 153 in-service primary teachers participated in a 2.5 h PD training and were randomly assigned to one of three formats: example-based learning, experience-based learning, or problem-solving. Data were collected at pre-test, post-test, and a six-week follow-up using standardized questionnaires. Results showed that teachers in the experience-based format reported significantly higher motivation during the PD training than those in the other formats. Across all formats, attitude and self-efficacy regarding PAL increased over time, whereas no significant gains in knowledge were observed. No significant differences between PD formats regarding overall implementation of PAL were observed. Exploratory analyses indicated a potential advantage of the experience-based format. Overall, the findings suggest that immersive, experience-based PD formats may be particularly effective in fostering teachers' motivation. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Investigation in Health, Psychology & Education (EJIHPE) is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Biomedical Index |
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| Items | – Name: Title Label: Title Group: Ti Data: Fostering In-Service Teachers' Motivation, Professional Competence, and Implementation of Physically Active Learning via Example-Based, Experience-Based, or Problem-Solving Professional Development Formats. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Klimpki%2C+Tjari%22">Klimpki, Tjari</searchLink><br /><searchLink fieldCode="AR" term="%22Heemsoth%2C+Tim%22">Heemsoth, Tim</searchLink> – Name: TitleSource Label: Source Group: Src Data: European Journal of Investigation in Health, Psychology & Education (EJIHPE); Mar2026, Vol. 16 Issue 3, p42, 22p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22In-service+training+of+teachers%22">In-service training of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Employee+training%22">Employee training</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+competencies%22">Teacher competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Continuing+education%22">Continuing education</searchLink><br /><searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Physically Active Learning (PAL) integrates physical activity into classroom teaching and has been shown to benefit students' cognitive, social, and academic outcomes. Despite these advantages, PAL is not yet sustainably implemented in everyday school practice, highlighting the need for effective professional development (PD) formats for teachers. This randomized controlled experimental study examined how different PD formats, varying in their mode of engagement with ready-to-use PAL materials, affect teachers' motivation, professional competence, and implementation of PAL. A total of 153 in-service primary teachers participated in a 2.5 h PD training and were randomly assigned to one of three formats: example-based learning, experience-based learning, or problem-solving. Data were collected at pre-test, post-test, and a six-week follow-up using standardized questionnaires. Results showed that teachers in the experience-based format reported significantly higher motivation during the PD training than those in the other formats. Across all formats, attitude and self-efficacy regarding PAL increased over time, whereas no significant gains in knowledge were observed. No significant differences between PD formats regarding overall implementation of PAL were observed. Exploratory analyses indicated a potential advantage of the experience-based format. Overall, the findings suggest that immersive, experience-based PD formats may be particularly effective in fostering teachers' motivation. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of European Journal of Investigation in Health, Psychology & Education (EJIHPE) is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/ejihpe16030042 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 42 Subjects: – SubjectFull: In-service training of teachers Type: general – SubjectFull: Experiential learning Type: general – SubjectFull: Employee training Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Teacher competencies Type: general – SubjectFull: Continuing education Type: general – SubjectFull: Active learning Type: general – SubjectFull: Inquiry-based learning Type: general Titles: – TitleFull: Fostering In-Service Teachers' Motivation, Professional Competence, and Implementation of Physically Active Learning via Example-Based, Experience-Based, or Problem-Solving Professional Development Formats. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Klimpki, Tjari – PersonEntity: Name: NameFull: Heemsoth, Tim IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21748144 Numbering: – Type: volume Value: 16 – Type: issue Value: 3 Titles: – TitleFull: European Journal of Investigation in Health, Psychology & Education (EJIHPE) Type: main |
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