Community of practice: Preparing preservice teachers to lead movement integration in a school-university partnered program

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Abstract

Purpose: Physical education teacher education programs prepare preservice teachers to lead Comprehensive School Physical Activity Programs. Through the coordination of a university's physical education teacher education program and an elementary school, the purpose of this study was to examine preservice and in-service teachers' perspectives in implementing a 6-week movement integration program. Method: A total of 12 preservice teachers participated in a weekly online discussion forum as part of a community of practice. In addition, the preservice teachers and three in-service teachers participated in an interview. Data were analyzed for themes. Results: The themes were facilitating implementation through support, sharing ideas for common practice, and overcoming challenges in implementation. Support received by the preservice teachers facilitated the implementation of the program. They also shared strategies to overcome implementation challenges through the weekly online discussions. Discussion/Conclusion: Fostering communities of practice among preservice teachers prepares them for collaboration and movement integration implementation in the future.

Original languageEnglish
Pages (from-to)21-29
Number of pages9
JournalJournal of Teaching in Physical Education
Volume40
Issue number1
DOIs
StatePublished - Jan 2021

Keywords

  • Activity breaks
  • Classroom physical activity
  • Elementary school

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