Preservice secondary subject teachers incorporating movement integration into classroom practice |
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| Affiliation: | 1. Department of Epidemiology & Public Health, University College London, 1-19 Torrington Place, London WC1E 7HB, UK;2. Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London WC1H 0DS, UK;3. Department of Information Studies, University College London, Foster Court, London WC1E 6BT, UK;4. Charles Perkins Centre, University of Sydney, Sydney, Australia;5. Exercise & Sport Sciences, Faculty of Health Sciences, University of Sydney, Australia |
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| Abstract: | The present study explores Finnish preservice subject teachers’ perspectives and experiences with movement integration in academic classrooms. In the study, 44 subject teachers applied an integrated approach to infuse physical activity into a required teacher-preparatory course. The program’s framework is the constructivist learning approach. Data were collected through interviews, classroom observations and field notes. The findings show that movement integration was a new concept for the preservice teachers and that their experience positively influenced their beliefs regarding the use of that concept in academic lessons. Thus, it is possible to support implementation of movement integration into secondary academic classrooms. |
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| Keywords: | Subject teacher education Movement integration Constructivist learning theory |
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