File(s) under permanent embargo
Are Australian pre-service physical education teachers prepared to teach inclusive physical education?
journal contribution
posted on 2023-05-18, 01:53 authored by Scott PedersenScott Pedersen, Paul CooleyPaul Cooley, Hernandez, KAustralian pre-service physical education (PE) teachers must be prepared for the reality of teaching in inclusive classrooms. Past studies have indicated that the amount of academic preparedness can affect pre-service PE teachers’ intentions to successfully teach in inclusive settings. The current study measured these intentions in a sample of pre-service PE teachers from two different universities. This modified survey required participants to respond to two separate scenarios: one teaching inclusive PE to a student with attention deficit hyperactivity disorder, and one to a student with autism. All participants completed an adapted PE unit with an embedded practicum of different lengths. Findings indicated that pre-service teachers’ who experienced the larger adapted PE practicum had more favourable intentions towards teaching students with both disabilities compared to the other cohort. Implications of this research to improve Australian PE teacher training are discussed and recommendations are made.
History
Publication title
Australian Journal of Teacher EducationVolume
39Issue
8Pagination
53-62ISSN
0313-5373Department/School
Faculty of EducationPublisher
Edith Cowan UniversityPlace of publication
AustraliaRights statement
Copyright 2014 Australian Journal of Teacher EducationRepository Status
- Restricted