movement Education: Pre-service Teachers' Perceptions Of Its Benefits And Their Competence In Integrating It Across The Curriculum

Open Access
Sevimli Celik, Serap
Graduate Program:
Curriculum and Instruction
Doctor of Philosophy
Document Type:
Date of Defense:
March 06, 2014
Committee Members:
  • James Ewald Johnson, Dissertation Advisor
  • James F Nolan Jr., Committee Member
  • Melissa Jean Bopp, Committee Member
  • Jawaid Haider, Committee Member
  • Early childhood education
  • movement education
  • teacher education
The purpose of this study was to examine the pre-service teachers’ (PT) perceptions about movement education, perceived benefits from participating in a 12-week movement education module, and confidence and competency to incorporate movement into curriculum after experiencing the module. The data were generated through pre and post open-ended questionnaire, weekly movement activity reflections, microteaching reflections, and focus group interviews. The study findings suggested a deeper understanding of movement education and resulted in PTs appreciating the module as a worthwhile experience in terms of performing body expressions, exploring movement skills, creating social interactions, teaching variety of subjects, building new understanding, and improving professional growth. In addition, the focus group interviews indicated that PTs had opportunities to plan, implement, and reflect on their current and future teaching practices in such a way that they competently incorporate movement across curriculum. Lastly, responses to the post open-ended questionnaire clarified the changes in their perceptions toward their pre-set beliefs about movement that was perceived before as teacher-centered, competition-based, and less playful. The module is recommended as a useful education tool to foster positive beliefs, attitudes, and skills in PTs.