Teacher preparation for movement education: increasing pre-service teachers' competence for working with young children

Date

2016-01-01

Author

Sevimli Çelik, Serap

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This study explores pre-service teachers' perceptions of movement education, the benefits they perceive from participating in a 12-week movement education module in a course on play, and the module's effects on their confidence and competence in regard to incorporating movement into a curriculum. Findings suggest that the pre-service teachers achieved a deeper understanding of movement education and appreciated the module as a worthwhile professional growth experience. Specifically, they viewed the module as enabling them to build a new understanding of movement, to express themselves physically, to develop movement skills, to engage in social interactions, and to teach a variety of subjects using movement education principles. The study demonstrated that the module of this nature constitutes a useful educational tool for fostering the professional development of pre-service teachers in regard to their beliefs, attitudes, and skills pertaining to movement education.

Subject Keywords

Early childhood education, Movement education, Pre-service teachers, Qualitative research, Teacher preparation

URI

https://hdl.handle.net/11511/42913

Journal

ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION

DOI

https://doi.org/10.1080/1359866x.2015.1079303

Collections

Department of Elementary and Early Childhood Education, Article

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Citation Formats

S. Sevimli Çelik, “Teacher preparation for movement education: increasing pre-service teachers’ competence for working with young children,” ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION, pp. 274–288, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/42913.