Purpose: The purpose of this study was to examine pedagogies of teacher socialization for physical education teacher education candidates through the context of literacy integration. Method: We situated our data collection in qualitative case study methodology, emphasizing data from focus group interviews conducted during the final month of physical education teacher education candidates’ programs. Results: We demonstrate three primary insights and/or adjustments to their perceptions about literacy integration in physical education settings: (a) Literacy integration should support physical education objectives, (b) literacy integration could be easily implemented in a myriad of ways and for different age groups, and (c) literacy integration can improve student learning and outcomes. Discussion/Conclusion: Extending current teacher socialization literature, we emphasize three factors instrumental in shifting physical education teacher education candidate subjective theories and beliefs: movement-oriented literacy activities, reflection, and experiential applications.

目的：本研究的目的是通过读写能力整合的背景来研究体育教师教育候选人的教师社会化教学法。方法：我们采用定性案例研究方法收集数据，强调体育教师教育候选人项目最后一个月进行的焦点小组访谈的数据。结果：我们展示了他们对体育教育环境中识字整合的看法的三个主要见解和/或调整：（a）识字整合应支持体育教育目标，（b）识字整合可以通过多种方式轻松实施，并针对不同的情况(c) 识字整合可以改善学生的学习和成果。讨论/结论：扩展当​​前教师社会化文献，我们强调有助于改变体育教师教育候选人主观理论和信念的三个因素：以运动为导向的读写活动、反思和体验应用。