Perceptions of physical education in early childhood teacher education courses

The engagement in movement skills in early childhood education care is a key component of promoting a healthy lifestyle. However, the literature shows that early childhood teachers' insufficient training and lack of policies to support physical education (PE) negatively impact children's education on movement activities in their early years (Sharma et al., 2014). The aim of this case study was to describe teacher educators’ (TE) perceptions from three different countries regarding the purpose of PE in early childhood teacher education (ECTE) program. One TE from each of Brazil, Finland, and the USA was invited were the participants of this study. Data were collected through interviews and PE course syllabi. Data extracted from the interviews were analyzed inductively via an individual case and cross-case (Patton, 2001). The results showed TEs' similarities in providing preservice teachers with a better understanding of the importance of movement skills and clarifying misconceptions inherited from their past experiences. Challenges found in some ECTE contexts involved: (a) allocation of time in the ECTE curriculum is not always consistent with other academic disciplines, (b) PE courses in ECTE do not always include practicum activities, and (c) PE in ECTE sometimes is not seen as an academic subject

É uma jornada sem fim: aprendendo a se tornar um facilitador nas práticas colaborativas na formação de professores de Educação Física

The purpose of this study was to analyze the contribution of collaborative reflection to individual and collective processes of learning how to become a facilitator in Physical Education teacher education (PETE). Collaborative self-study of teacher education practices (S-STEP) was used as methodology. Participants were three teacher educators from Brazil, Turkey, and the USA. Group meetings, individuals’ memory work, field notes, and reflective journals were the data sources. Data were collaboratively analyzed by using constant comparative content analysis. Results were organized in two themes: (a) Challenges and opportunities to become facilitators; (b) Self-study: the rise of new insights; which represented their pathways to become facilitators in PETE programs. This self-study process challenged the understanding of the process of becoming a facilitator and demonstrated that this process is a never-ending journey in which teacher educators’ careers are continuously shaped and redefined.El propósito de este estudio fue analizar la contribución de la reflexión colaborativa a los procesos individuales y colectivos de aprendizaje para convertirse en un facilitador en la formación de profesores de Educación Física. Se utilizó como metodología el autoestudio colaborativo de prácticas de formación docente. Los participantes fueron tres profesores universitarios de Brasil, Turquía y Estados Unidos. Las reuniones de grupo, memoria de los sujetos, las notas de campo y los diarios reflexivos fueron fuentes de datos. Los datos se analizaron de forma colaborativa a través de constantes análisis comparativos de contenido. Los resultados se organizaron en dos temas: (a) Desafíos y oportunidades para convertirse en facilitador; (b) Autoaprendizaje: el surgimiento de nuevos conocimientos; los cuales representaban sus caminos para la formación de facilitadores en programas de formación docente. Este proceso de autoaprendizaje desafió la comprensión del proceso de convertirse en facilitador y demostró que este proceso es un viaje interminable en el que las carreras de los docentes se moldean y redefinen continuamente.O objetivo deste estudo foi analisar a contribuição da reflexão colaborativa para os processos individuais e coletivos de aprender a se tornar um facilitador na formação de professores de Educação Física. O autoestudo colaborativo das práticas de formação de professores foi utilizado como metodologia. Os participantes foram três professoras universitárias do Brasil, Turquia e EUA. As reuniões do grupo, memórias dos indivíduos, notas de campo e diários reflexivos foram fontes de dados. Os dados foram analisados de forma colaborativa por meio de constante análise comparativa de conteúdo. Os resultados foram organizados em dois temas: (a) Desafios e oportunidades para se tornar facilitador; (b) Autoestudo: o surgimento de novos insights; os quais representaram seus caminhos para formação de facilitadores em programas de formação de professores. Esse processo de autoestudo desafiou a compreensão do processo de se tornar um facilitador e demonstrou que esse processo é uma jornada sem fim em que as carreiras dos professores são continuamente moldadas e redefinidas

Physical play - How do we inspire and motivate young children to be physically active through play? An international analysis of twelve countries’ national early years curriculum policies and practices for physical activity and physical play

Lifelong movement and physical activity (PA) patterns develop during early childhood. Therefore, educators (teachers and practitioners) in early childhood education and care (ECEC) should provide opportunities to support children’s play, PA, and movement development. The World Health Organization (2019) offers new recommendations for PA, for children under five years. The guidelines do not specify the ways ECEC staff can support PA through play. Therefore, this paper investigates, how physical play (PP) is enacted globally. An international policy and practice analysis of twelve countries, (Australia [Victoria], Belgium [Flanders], Canada [Alberta], China, Finland, Ireland, Italy, Portugal, Spain, Sweden, UK [England] and USA) was completed by analyzing the ECEC curricula and their implementation in different cultural contexts. A content analysis was undertaken by AIESEP Early Years SIG experts revealing that PP was not clearly defined. When defined, it was described as PA, and important for children’s holistic development. The majority of curricula did not state the length/time for PP. Three main strategies for implementing PP were found: a) pedagogical framework; b) active learning methods; and c) motor development. This international analysis highlights the global need for better ECEC staff support in acknowledging and implementing PP to aid children’s overall development, PA and wellbeing

Fifth-graders’ social interactions in a student-designed games unit

Student-designed games (SDG) are a student-centred approach that motivates students to work together while designing and playing their own games based on their ability level. The purpose of this study was to investigate students’ social interactions during 11 lessons of SDG focused on target games. Participants were 27 fifth-graders. Lessons were based on Hastie (2010) [Student-designed games. Champaign, IL: Human Kinetics]. Five-Step SDG implementation process. Field notes and post-intervention interviews transcriptions were analysed through a systematic process of inductive analysis. Two themes were generated based on field note observations and students’ focus interviews: (a) who is the leader and (b) leadership dispute. The results showed that within coeducational groups, girls took the leadership roles. It was found that during intra-group interactions, leaders who took a more democratic approach motivated students engagement, and promoted opportunities for compromising during decision-making process

É uma jornada sem fim: aprendendo a se tornar um facilitador nas práticas colaborativas na formação de professores de Educação Física

The purpose of this study was to analyze the contribution of collaborative reflection to individual and collective processes of learning how to become a facilitator in Physical Education teacher education (PETE). Collaborative self-study of teacher education practices (S-STEP) was used as methodology. Participants were three teacher educators from Brazil, Turkey, and the USA. Group meetings, individuals’ memory work, field notes, and reflective journals were the data sources. Data were collaboratively analyzed by using constant comparative content analysis. Results were organized in two themes: (a) Challenges and opportunities to become facilitators; (b) Self-study: the rise of new insights; which represented their pathways to become facilitators in PETE programs. This self-study process challenged the understanding of the process of becoming a facilitator and demonstrated that this process is a never-ending journey in which teacher educators’ careers are continuously shaped and redefined.El propósito de este estudio fue analizar la contribución de la reflexión colaborativa a los procesos individuales y colectivos de aprendizaje para convertirse en un facilitador en la formación de profesores de Educación Física. Se utilizó como metodología el autoestudio colaborativo de prácticas de formación docente. Los participantes fueron tres profesores universitarios de Brasil, Turquía y Estados Unidos. Las reuniones de grupo, memoria de los sujetos, las notas de campo y los diarios reflexivos fueron fuentes de datos. Los datos se analizaron de forma colaborativa a través de constantes análisis comparativos de contenido. Los resultados se organizaron en dos temas: (a) Desafíos y oportunidades para convertirse en facilitador; (b) Autoaprendizaje: el surgimiento de nuevos conocimientos; los cuales representaban sus caminos para la formación de facilitadores en programas de formación docente. Este proceso de autoaprendizaje desafió la comprensión del proceso de convertirse en facilitador y demostró que este proceso es un viaje interminable en el que las carreras de los docentes se moldean y redefinen continuamente.O objetivo deste estudo foi analisar a contribuição da reflexão colaborativa para os processos individuais e coletivos de aprender a se tornar um facilitador na formação de professores de Educação Física. O autoestudo colaborativo das práticas de formação de professores foi utilizado como metodologia. Os participantes foram três professoras universitárias do Brasil, Turquia e EUA. As reuniões do grupo, memórias dos indivíduos, notas de campo e diários reflexivos foram fontes de dados. Os dados foram analisados de forma colaborativa por meio de constante análise comparativa de conteúdo. Os resultados foram organizados em dois temas: (a) Desafios e oportunidades para se tornar facilitador; (b) Autoestudo: o surgimento de novos insights; os quais representaram seus caminhos para formação de facilitadores em programas de formação de professores. Esse processo de autoestudo desafiou a compreensão do processo de se tornar um facilitador e demonstrou que esse processo é uma jornada sem fim em que as carreiras dos professores são continuamente moldadas e redefinidas

It is a never-ending journey:learning to become a facilitator in physical education teacher education collaborative practices

The purpose of this study was to analyze the contribution of collaborative reflection to individual and collective processes of learning how to become a facilitator in Physical Education teacher education (PETE). Collaborative self-study of teacher education practices (S-STEP) was used as methodology. Participants were three teacher educators from Brazil, Turkey, and the USA. Group meetings, individuals' memory work, field notes, and reflective journals were the data sources. Data were collaboratively analyzed by using constant comparative content analysis. Results were organized in two themes: (a) Challenges and opportunities to become facilitators; (b) Self-study: the rise of new insights; which represented their pathways to become facilitators in PETE programs. This self-study process challenged the understanding of the process of becoming a facilitator and demonstrated that this process is a never-ending journey in which teacher educators' careers are continuously shaped and redefined