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

Date

2016-01-01

Author

Sevimli Çelik, Serap

Metadata

Show full item record

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

Item Usage Stats

204
views

0
downloads

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

Suggestions

OpenMETU
Core

Implementation of Education for Sustainability in Turkish Pre-Service Teachers' Practicum Alici, Sule; Alan, Havva Ayça (2022-01-01) In this study, we explored early childhood education pre-service teachers' (ECEPTs') understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs' practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participa...
Teacher candidates' reflections on some components of a pre-service English teacher education programme in Turkey Seferoğlu, Gölge (Informa UK Limited, 2006-11-01) This study aimed to explore teacher candidates' reflections on the methodology and practice components of a pre‐service English teacher training programme in Turkey. For this purpose, a qualitative case study method was followed. The participants were 176 senior year students at the Middle East Technical University in Ankara, Turkey. The data were analysed by seeking patterns and themes in relation to each research question. The participants believed that a close connection between the course materials and ...
Pre-service science teachers‘ self-efficacy in relation to personality traits and academic self-regulation Şenler, Burcu; Sungur, Semra; Department of Elementary Education (2011) The aim of this study was to examine the relationships among pre-service science teachers’ personality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers’ self-efficacy and academic self-regulation, and pre-service science teachers’ academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (8...
Beginning early childhood education teachers' career perceptions, expectation, concerns and their experiences in public schools Akdağ, Zeynep; Haser, Çiğdem; Department of Elementary Education (2012) The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to ...
Preschool teachers' attitudes toward science and science teaching Sönmez, Sema; Erden, Feyza; Department of Educational Sciences (2007) This study aims to explore preschool teachers' attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, attitudes of preschool teachers' toward science were investigated in terms of affecting factors such as age, educational level, years of teaching experience, undergraduate course work on science, number of children in classroom, and the age group they work with. The present research was conducted with 292 pr...

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.