The Perceptions of Physical and Health Education Student Teachers about Inclusive Physical Education
Author : Susanna Cere
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (18 download)
Book Synopsis The Perceptions of Physical and Health Education Student Teachers about Inclusive Physical Education by : Susanna Cere
Download or read book The Perceptions of Physical and Health Education Student Teachers about Inclusive Physical Education written by Susanna Cere and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "Inclusive physical education (IPE) suggests students with disabilities (SwD) participate in general physical education with their peers, with any additional support needed. Previous international research found that physical and health education student teachers' (PHE-STs) beliefs on inclusion were influenced by their perceived competence, academic preparation and experience with people with disabilities, gender and academic year. The purpose of this study was to explore PHE-STs' perceptions about IPE in order to gain a novel understanding of IPE. The central research question of this study was: What do PHE-STs perceive about IPE during university teacher training? This qualitative case study consisted of semi-structured interviews with six female and three male fourth-year and recently graduated PHE-STs. Each interview was audio-recorded so data could be transcribed verbatim for a thematic analysis to be conducted. The following five themes emerged through the data analysis: "The physical and health education teacher education program (PHETE)", "Field experiences", "Experiences with people with disabilities", "Perceptions about students with disabilities", and "Perspectives about inclusive physical education". PHE-STs discussed the impact of their field experiences (FEs), the PHETE program, and their prior experiences with SwD outside of the PHETE program on their perceptions about inclusion. Some findings that were unique to this study included participants' experience with their co-operating teacher on their FEs, ability to identify SwD on their FEs, and use of teaching techniques when instructing SwD. This study adds to the research literature because the exploration of PHE-STs' lived experiences and perceptions about IPE helped to identify gaps in current IPE practices and develop new perspectives about IPE. Future research directions are provided at the conclusion of the thesis." --