First-Year Teachers’ Perceptions of Pre-Service Wellness and Physical Activity Integration Coursework and the First-Year Transition
Abstract
First-year teachers encounter complex challenges such as classroom management, time constraints, expansive curricula, and adapting to a new school environment. Transitioning can be difficult for first-year teachers who are not exposed to such realities during teacher preparation. To investigate this topic a qualitative approach was employed to examine first-year teachers’ perceptions of four sequential pre-service courses designed to address the first-year transition. A focus group was conducted to determine preparedness for the transition, usefulness of the coursework, and its impact on first-year teachers’ pedagogy and student learning. Following data analyses the following themes emerged: a) feasibility of putting it into practice; b) sharing and collaboration; and c) preparation is in the details. In sum, first-year teachers indicated they were prepared for their first year, feasibly collaborated and shared their integrated pedagogical methods, and ultimately developed a sense of belonging as a result of their experiences in the pre-service coursework.
Keywords
teacher education, integrated coursework, wellness, physical activity, first-year teacher transition
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