Predicting Movement Integration in the Classroom by Teacher Characteristic Profiles

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 1
  In Roundtable Session: Potpourri of In-Service Educator Development

Abstract

This study investigates how personal and contextual characteristics shape teachers’ implementation of Movement Integration (MI) following professional development (PD). A quasi-experimental pre–post–follow-up design (N = 179) identified five teacher characteristic profiles via cluster analysis. Significant differences emerged in MI-related competence and implementation, particularly regarding the facet learning through movement. Readiness for change and enjoyment of movement predicted MI-related competence, while self-efficacy emerged as a key predictor of implementing complex practices. Competence post-PD selectively supported the adoption of learning through movement. Findings highlight the role of teacher characteristics in adopting pedagogical innovations and underscore the need for differentiated PD. This research advances quantitative profiling in implementation science and offers practical insights for tailoring MI-focused PD to diverse teaching populations.

Authors

• Tjari Malou Klimpki, Universität Hamburg

• Tim Heemsoth, Europa-Universität Flensburg