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Early childhood preservice teachers'...

Murray, Nichol L.

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Early childhood preservice teachers' perceptions of the importance of implementing physical activity in the curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Early childhood preservice teachers' perceptions of the importance of implementing physical activity in the curriculum./
作者:	Murray, Nichol L.
面頁冊數:	169 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10143642
ISBN:	9781339988535

Early childhood preservice teachers' perceptions of the importance of implementing physical activity in the curriculum.
Murray, Nichol L.

Early childhood preservice teachers' perceptions of the importance of implementing physical activity in the curriculum. - 169 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (D.Ed.)--Indiana University of Pennsylvania, 2016.

The purpose of this qualitative study was to examine early childhood education preservice teachers' perceptions of the importance of movement in the classroom and the supports that they need in order to integrate physical activity into the curriculum. This study also sought to explore evidence of movement integration in preservice teachers' current lesson planning. This study consisted of three phases. In phase one, an open-ended questionnaire was administered to early childhood preservice teachers ( N = 26). In phase two, participants from phase one were invited to take part in semi-structured interviews (n = 10). In the final phase of the study, the researcher conducted content analysis of lesson plans that had been previously created by the preservice teachers who participated in the semi-structured interviews.

ISBN: 9781339988535Subjects--Topical Terms:

518817
Early childhood education.

Early childhood preservice teachers' perceptions of the importance of implementing physical activity in the curriculum.
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245 1 0 $a Early childhood preservice teachers' perceptions of the importance of implementing physical activity in the curriculum.
300 $a 169 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
500 $a Adviser: DeAnna M. Laverick.
502 $a Thesis (D.Ed.)--Indiana University of Pennsylvania, 2016.
520 $a The purpose of this qualitative study was to examine early childhood education preservice teachers' perceptions of the importance of movement in the classroom and the supports that they need in order to integrate physical activity into the curriculum. This study also sought to explore evidence of movement integration in preservice teachers' current lesson planning. This study consisted of three phases. In phase one, an open-ended questionnaire was administered to early childhood preservice teachers ( N = 26). In phase two, participants from phase one were invited to take part in semi-structured interviews (n = 10). In the final phase of the study, the researcher conducted content analysis of lesson plans that had been previously created by the preservice teachers who participated in the semi-structured interviews.
520 $a The results of the study revealed that early childhood education preservice teachers a) recognize both the physical benefits and the academic benefits of movement in the classroom, b) report integrating a moderate amount of physical activities in their current lesson plans, primarily in the forms of dance and unstructured free play, c) show evidence of the ability to effectively integrate physical activity into the curriculum but are unsure how to do so on a consistent basis, d) perceive several barriers to implementing movement in the classroom, despite reporting a high degree of overall teacher efficacy, e) exhibit a greater sense of teacher efficacy to integrate physical activity when they are personally interested in participating in physical activity, f) desire more training on physical activity integration in their undergraduate coursework, particularly in the form of a standalone course that focuses on movement in the early childhood classroom, and g) express a desire for in-service training on physical activity integration, primarily in the form of workshops that are led by physical education experts.
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