Strengthening initial teacher education programs to deliver confident, effective, classroom-ready graduates: a feasibility study

TL;DR

A study shows that a teacher training program called TransformEd can be successfully used in postgraduate education to help future teachers feel more confident and ready to improve students' health and learning.

Contribution

This study demonstrates the feasibility of implementing TransformEd in postgraduate teacher education, expanding its prior undergraduate testing.

Findings

TransformEd improved pre-service teachers' confidence and competence in delivering health and wellbeing strategies.

Lecturers successfully adopted TransformEd, with implementation increasing over time.

Senior academics and lecturers viewed TransformEd positively, supporting its feasibility in postgraduate education.

Abstract

TransformEd is an evidence-based program that targets initial teacher education to equip future teachers with innovative strategies that increase the health, wellbeing and education outcomes of school children. Feasibility, effectiveness and implementation research demonstrate that TransformEd significantly enhances pre-service teachers’ confidence and competence to deliver such strategies. However, to date, the program has only been tested in undergraduate teaching degrees. It is important to gather more evidence for the feasibility and efficacy of the program at all levels of initial teacher education, including at postgraduate level.

A feasibility study was conducted to examine the feasibility of embedding TransformEd in a Master of Teaching degree at one Australian university. Preliminary efficacy was measured by pre- and post-program surveys completed by Master of Teaching pre-service teachers who received the 12-week TransformEd program. Implementation was measured by adherence checklists completed by lecturers who delivered TransformEd. Post-program focus groups and interviews with senior academics and lecturers, respectively, explored perceptions of all eight domains of feasibility.

Survey results demonstrated that the TransformEd program was positively received by pre-service teachers (n = 21), resulting in improvements in several measures of teaching confidence and competence regarding delivering strategies to improve school children’s health, wellbeing and learning. The TransformEd strategies were well adopted by lecturers and implementation increased over time. Both lecturers (n = 3) and senior academics (n = 2) had positive perceptions of the program, highlighting its feasibility in postgraduate initial teacher education.

This study supports the feasibility and preliminary efficacy of the TransformEd program in postgraduate initial teacher education and provides a foundation for a future controlled trial to rigorously evaluate its impact, with potential population-level benefits for children's health, wellbeing, and educational outcomes in Australia.

The online version contains supplementary material available at 10.1186/s40814-025-01713-6.