TransformEd: an innovative model to support professional growth of pre-service teachers

PurposeTransformEd equips future teachers with innovative strategies to improve student learning and health outcomes. TransformEd has typically been embedded into coursework, and little is known about its impact on pre-service teachers' professional growth when integrated into professional placements.MethodsA mixed method study investigated the effect of the TransformEd program on pre-service teachers' perceived teaching competence, and their professional growth more broadly. Effectiveness was measured by pre- and post-program surveys and post-program focus groups with principals, supervising teachers, and pre-service teachers.ResultsThe survey results indicated significant improvement in pre-service teachers' (n = 45) perceived teaching competence (beta = 0.78, 95% CI [0.34, 1.21], p = 0.001). Focus groups (n = 5 focus groups, n = 48 participants) revealed that the concept of embodied pedagogies was new for many pre-service teachers, but with a cyclic approach to professional learning, inclusive of supported professional experience, participants progressed from 'student to teacher'.ConclusionOverall, significant teacher growth was observed in pre-service teachers who undertook the program. However, the study highlighted that the process of teacher growth is not linear, instead it has multiple pathways. Further, this study emphasized the importance of integrated professional experience for pre-service teachers to experiment, enact and reflect on learning.