Preservice secondary subject teachers incorporating movement integration into classroom practice

• Published in: Teaching and teacher education Vol. 94; p. 103119
• Main Authors: Romar, Jan-Erik, Björkgren, Mårten, Enkvist Snellman, Janina, Ruostekoski, Anni, Harjunpää, Pinja, Juslenius, Victoria
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.08.2020
• Subjects: Constructivist learning theory; Movement integration; Subject teacher education; Constructivist learning theory; Movement integration; Subject teacher education
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2020.103119

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. •The majority of preservice subject teachers noted that movement integration can be easily incorporated into secondary academic classrooms.•A constructivist learning environment can facilitate preservice subject teachers’ development of confidence and competence.•Preservice physical education teachers can be prepared to extend their role to include the promotion of physical activity.•Movement integration has positive implications for secondary students, thus extending previous findings on primary students.