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

Sevimli Çelik, Serap
Johnson, James E.
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.

Citation Formats
S. Sevimli Çelik and J. E. Johnson, “Teacher preparation for movement education: increasing pre-service teachers’ competence for working with young children,” ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION, vol. 44, no. 3, pp. 274–288, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/42913.