Abstract
This study was motivated by the low readiness of physical education (PE) teachers to implement a Deep Learning approach, which emphasizes meaningful, reflective, and values-based learning. Key challenges include limited conceptual understanding, pedagogical constraints, and resistance to change, particularly at the elementary school level. The purpose of this study was to develop and evaluate the effectiveness of a values-based teacher training model named ACTiVE (Authentic Collaborative Teaching in Values-Based Education) to holistically enhance teacher readiness. Employing a mixed-methods approach within a design-based research framework, the study involved 38 teachers from three school clusters: rural, transitional, and urban. Data were collected through readiness questionnaires, interviews, reflections, and microteaching observations, and analyzed using descriptive, inferential, and thematic techniques. The results revealed a significant improvement in teacher readiness scores, from a mean of 2.69 (moderate category) to 4.29 (high category), supported by a t-value of 66.44 (p < 0.001) and an average N-Gain of 0.69. Teachers also demonstrated active participation and high reflective capacity following the training. The study concludes that the ACTIVE model is effective in improving teachers’ readiness to implement the deep learning approach. The primary contribution of this research lies in the development of a contextualized, reflective, and collaborative values-based training model, offering a strategic reference for teacher education reform in the era of transformative learning.
Keywords: ACTIVE Model, Deep Learning, Physical Education, Reflective Training, Teacher Readiness.