Multi-Model Pedagogical Training Programme on Motivational Outcomes in Pre-Service Teachers and Students: A Two-Site Study Protocol in Physical Education
Year: 2026
Type: article
Abstract: Teacher training is essential for shaping educational experiences that encompass cognitive, social, emotional and, particularly in physical education, motor development. Future teachers require not only content knowledge but also pedagogical competence to create effective learning environments. Although pedagogical models can support these goals, their influence depends on faithful implementation. This study protocol examined a systematic teacher education programme focused on pedagogical models for pre-service teachers, designed to foster self-determined motivation and explore participants’ perceptions. It also examined students’ motivational and learning outcomes following implementation of the programme across two study sites: one implemented the pedagogical models training programme, whereas the other continued with the standard teacher education curriculum. The intervention was structured in two phases: a training programme combining theoretical-practical instruction, design of pedagogical model-based units, and individualized tutoring; and a second phase involving implementation in real school settings, with supervised practicum support intended to promote fidelity of implementation. Validated questionnaires for teachers and students were used, along with semi-structured interviews to explore perceived barriers, usefulness, and future application of these student-centred approaches. As a study protocol, this manuscript does not report outcome data. The study is expected to provide exploratory information on pre-service teachers’ and students’ motivational and educational outcomes, as well as on the contextual factors and implementation barriers associated with the application of these pedagogical models. Given the non-randomised, two-site design, findings should be interpreted as preliminary and non-causal and are intended to inform the design and evaluation of future teacher education programmes.
Source: Education Sciences
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $2,172
OpenAlex ID: W7225750748