Moving between Theory and Practice: Preparing Early Childhood Pre-Service Teachers for Teaching Physical Education

Autor/in	Sevimli-Celik, Serap
Titel	Moving between Theory and Practice: Preparing Early Childhood Pre-Service Teachers for Teaching Physical Education
Quelle	In: Journal of Early Childhood Teacher Education, 42 (2021) 3, S.281-298 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sevimli-Celik, Serap)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1735588
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Physical Education; Student Attitudes; Knowledge Level; Teacher Competencies; Readiness; Program Effectiveness; Experiential Learning; Foreign Countries; Preschool Education; Preschool Teachers; Self Concept; Student Participation; Teaching Skills; Reflection; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Körpererziehung; Sportunterricht; Schülerverhalten; Wissensbasis; Lehrkunst; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Selbstkonzept; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Türkei
Abstract	The early years of a child's life are critical in supporting their physical development. As a result, early childhood teachers have a profound responsibility and influence on the development of young children's physical skills. However, up to this point, little attention has been placed on the development of early childhood teachers' pedagogical skills for teaching physical education, and in particular, the dearth of training has most often occurred during pre-service teacher education. Therefore, the purpose of this study was to examine the transformation of early childhood pre-service teachers' attitudes and knowledge regarding physical education as well as their readiness for teaching physical education. To conduct this research, 42 pre-service teachers who attended a physical education course, which combined theoretical principles and practical applications, volunteered to participate in this study. The data were collected through pretest and posttest questionnaires, microteaching reflections, and focus group interviews. Also, each participating pre-service teacher taught a physical education lesson to their university peers, revised the lesson, and then repeated the lesson to a kindergarten class of children aged four to five years old. The research findings suggested that pre-service teachers who held negative attitudes regarding physical education, which stemmed from previous physical education experiences, reversed their attitudes after taking part in the practice-based course from this study. However, it was also determined that even though the personal and professional competencies of the pre-service teachers had improved, the practice-based course was insufficient in providing adequate training for the pre-service teachers' readiness to teach physical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01