PETE Candidates' Engagement in Active Learning Classroom Activities

Background/Purpose:  The science of learning plays a key role in active learning (Doyle & Zakrajsek, 2013) and is grounded in the belief the learner is central to the process. Active learning instructional techniques have been described as collaborative learning, active learning, or flipped classrooms. Since active learning participants bear the responsibility to engage with content in a meaningful way, the flipped classroom requires learners’ preview of content before class (i.e., Power Points, podcasts, readings) to allow in-class time for discussion and interaction with hands-on activities that foster content application (Bennett, 2012). The principles of active learning align fully with the practical application of content included in Physical Education Teacher Education (PETE).

Method:  The purpose of this mixed method study was to investigate candidates' (N=43, 30.2% female) engagement on a daily and weekly basis in one secondary methods class over three semesters. One instructor taught this course to a unique cohort of candidates each semester. Sample active learning instructional techniques included scenario building, partner lesson plan development and assessment, and practical lab activities. At the end of each class period, candidates completed a 5-item Likert-type questionnaire (1/low to 10/high) to reflect engagement (daily). At the conclusion of each week, candidates responded via e-mail to five open-ended prompts as a reflection about the relevance, value, and applicability of that week’s content and learning activities (weekly).

Analysis/Results:  Quantitative data (daily) from 39 course meetings produced 529 post-lesson assessments of engagement which were analyzed descriptively using SPSS v20. A t-test revealed no statistically significant gender differences on any variables, so all data were analyzed together. The 438 qualitative responses (weekly) were analyzed by both investigators separately, coding decisions were documented and then all data were coded using the agreed-upon procedures to determine themes. Daily results included candidates’: (a) overwhelming advanced preparation for class (94.5%), (b) belief that advanced preparation was key to in-class success and learning (M=9.01, s=1.67), (c) conviction that they would use class content in a professional setting (94%), and (d) engagement in high levels of peer teaching and learning during class. Weekly result themes included: (a) essential knowledge, (b) professionally useful, (c) reflective practitioner, (d) communicating outcomes, and (e) pedagogical reflections.

Conclusions:  Candidates reported high levels of engagement in active learning environments which resulted in high relevance among class content and active learning instructional activities in pre-professional practice. We conclude that using active learning instructional techniques in PETE courses can improve theory-to-practice applications.