Research impact: The objective was to verify whether two constructivist teaching and learning approaches facilitated the adoption of a deep learning approach and the increase of academic achievement of physical education pre-service teachers.
Modelling as a strategy within a pedagogy for teacher education was key for a meaningful enactment of the two curriculum approaches. In such modelling, the teacher educator played a fundamental role. As previous research showed the pre-service teachers reconstructed their learning experiences in different ways. So it was not just to expect the desired behaviours, but to design the context to provoke such behaviours. Both approaches, together with the students’ activism influenced the adoption of a deep learning approach and enabled a better academic performance.
Arias-Estero, J. L.; Morales-Belando, M. T.; Meroño, L., & Calderón, A. (2019). [Deep learning and academic achievement after a constructivist educational experience in higher education]. In R. Roig-Vila (Ed.), Research and Innovation in Higher Education (pp. 16-24). Barcelona: Octaedro.