Community of Practice: Preparing Preservice Teachers to Lead Movement Integration in a School–University Partnered Program

in Journal of Teaching in Physical Education

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Tan Leng GohCentral Connecticut State University

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Kristin Scrabis-FletcherMontclair State University

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DOI:
https://doi.org/10.1123/jtpe.2019-0004
Keywords:
activity breaks; classroom physical activity; elementary school
First Published Online:
02 Jan 2020
In Print:
Volume 40: Issue 1
Page Range:
21–29
Restricted access

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.

Goh is with the Department of Physical Education and Human Performance, Central Connecticut State University, New Britain, CT. Scrabis-Fletcher is with the Department of Exercise Science and Physical Education, Montclair State University, Montclair, NJ.

Goh (t.goh@ccsu.edu) is corresponding author.
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