Innovative Approaches in Teacher Education: Active Breaks and Technology Integration

Abstract

In today’s so-called information society, teacher education must adapt to changing social dynamics. This requires initial training for future teachers to develop key competencies for teaching practice, including digital literacy and metacognitive skills, to make the transition from being mere transmitters of knowledge to facilitators of learning. The challenges of the twenty-first century, dictate that teachers need to be familiar with educational technologies that enable them to design new learn-ing experiences. Technologies are powerful tools that can also support teaching practices such as active breaks. Active breaks are short physical or mental activities that take place dur-ing lessons, and they are effective tools that should be part of teacher training. These breaks not only improve physical and mental well-being, but also increase attention, engagement, and learning outcomes. Active breaks can take place at different times during the school day. These variations offer flexibility and adaptability in the way active breaks are implemented, with benefits such as improved attention, motivation, and engagement. This study analyzes the impact of active breaks on teacher education by assess-ing the attitudes of 1005 prospective secondary school teachers and the role of technology in facilitating breaks. The findings aim to offer guidelines for incorporating active breaks into teaching practice, promoting a more dynamic and inclusive learning environment. The integration of active breaks has not been given much attention in the Italian educational context, thus making this study particularly relevant to teacher training programs in Italy. Incorporating active breaks enables the promotion of healthier routines that improve learning effectiveness, emphasizing the value of balanced, interactive and technological approaches in teacher education.