Pre-Service Physical Education Teachers’ Attitudes toward Literacy and Literacy Integration in Physical Education Settings
Author ORCID Identifier
Corrine Wickens:https://orcid.org/0000-0002-9750-4250
Carol Walther:https://orcid.org/0000-0001-5433-7950
Publication Title
Reading Psychology
ISSN
02702711
E-ISSN
43707
Document Type
Article
Abstract
Incorporating literacy into physical education has been a longstanding challenge among physical educators. However, a dearth of research exists regarding the integration of literacy and physical education, which prompted this study. Derived from a larger 4-year longitudinal mixed methods study of physical education teacher education (PETE) candidates’ perceptions around the integration of physical education and literacy, our research draws from both attitude theory and teacher socialization research to examine PETE candidates’ attitudes toward literacy and toward the integration of physical education and literacy. We found that and their experiences in childhood with reading, be it “easy to read” or “struggled to read,” created distinct subpopulations within this sample differently influencing the likelihood of integrating literacy into physical education. We conclude with future research suggestions for new directions in attitudinal studies and PETE programs.
First Page
821
Last Page
855
Publication Date
11-16-2020
DOI
10.1080/02702711.2020.1782548
Recommended Citation
Wickens, Corrine M.; Walther, Carol S.; and Parker, Jenny, "Pre-Service Physical Education Teachers’ Attitudes toward Literacy and Literacy Integration in Physical Education Settings" (2020). NIU Bibliography. 449.
https://huskiecommons.lib.niu.edu/niubib/449
Department
Department of Curriculum and Instruction (CI); Department of Sociology; Department of Kinesiology and Physical Education (KNPE)
