Are Australian pre-service physical education teachers prepared to teach inclusive physical education?

Pedersen, Scott J.; Cooley, Paul D.; Hernandez, Keira

doi:10.14221/ajte.2014v39n8.4

Cited by 22 publications

(28 citation statements)

References 28 publications

(35 reference statements)

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“…• Evaluating the impact of coursework and teacher training in PE and/or Adapted Physical Education (APE) (Apache & Rizzo, 2005;Coates, 2012;Di Nardo et al, 2014;Pedersen, Cooley & Hernandez, 2014;Perlman & Piletic, 2012;Schoffstall & Ackerman, 2007).…”

Section: Outline Of the Studiesmentioning

confidence: 99%

“…Inclusive pedagogy refers to promoting IE ensuring practice is based on the use of diverse teaching strategies (Corbett, 2001). Research highlights that pre-service PE teachers struggle with knowing how to teach SWD and the self-efficacy to enact inclusive pedagogy (Hodge & Elliot, 2013;Mangope, Mannathoko & Kuyini, 2013;Pedersen, Cooley & Hernandez, 2014). From this research, the authors identify PE teachers' pedagogy to facilitate outcomes for a range of students is falling short upon the delivery of their teaching.…”

Section: Introductionmentioning

confidence: 97%

“…Research (Hodge & Elliot, 2013;Mangope, Mannathoko & Kuyini, 2013;Pedersen, Cooley & Hernandez, 2014) indicates inclusive pedagogy requires ongoing development at a pre-service level in order to increase the self-efficacy of pre-service teachers to provide meaningful opportunities for SWD in PE. From this review, the authors have identified there is a need to explore Australian pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy.…”

Section: Introductionmentioning

confidence: 99%

“…From this research, the authors identify PE teachers' pedagogy to facilitate outcomes for a range of students is falling short upon the delivery of their teaching. The importance of acknowledging previous research (Hodge & Elliot, 2013;Mangope et al, 2013;Pedersen et al, 2014) is to ensure the learning and development of pre-service teachers in Physical Education Teacher Education (PETE) programs reflects their ability to achieve the Professional Standards for Teaching (Australian Institute for Teaching and School Leadership [AITSL], 2011) in Australia. By ensuring quality learning and development, opportunities will ultimately be provided for pre-service PE teachers to engage in best practice for inclusive pedagogy.…”

Section: Introductionmentioning

confidence: 99%

“…In this review, the authors identified that the impact of teachers' attitudes on the successful inclusion of SWD in PE is a dominant area of research in recent literature (Di Nardo, Kudláček, Tafuri & Sklenaříková, 2014;Hodge & Elliot, 2013;Mangope, Mannathoko & Kuyini, 2013;Pedersen, Cooley & Hernandez, 2014;Tindall, MacDonald, Carroll & Moody, 2015). Intentions are influenced by a person's attitude toward their behaviour which Ajzen (1991) recognises through the Theory of Planned Behaviour (ToPB).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

A review of the literature on inclusive pedagogy in physical education 2005-2015

McNeil¹,

Lante²,

Pill³

2017

LCJ

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Inclusive Education (IE) has been an important aspect of the Australian education system for several decades (Armstrong, Armstrong & Barton, 2009). Students with disabilities (SWD) have a right to IE (Disability and Discrimination Act [DDA], 1992) and their development requires support, facilitation and the skill set from teachers to provide meaningful participation across all areas of the curriculum. However, there is limited information in Australia on how pre-service Physical Education (PE) teachers feel about their own ability to deliver inclusive pedagogy to SWD. This paper uses a thematic approach derived from Wallhead and O'Sullivan (2005) to examine 22 peer-reviewed journal articles. The aim was to determine themes which can contribute to understanding the attitudes of pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy for SWD. Four themes and their implications emerged from the literature, these included; (a) measurements to examine attitudes of pre-service PE teachers, (b) exploring pre-service PE teacher's self-efficacy; (c) the effects of pre-service PE teachers' practicum experiences; and (d) investigating the hands-on opportunities in Physical Education Teacher Education (PETE) programs.This review highlights inclusive pedagogy is inconsistently practiced at a pre-service level thereby affecting how pre-service PE teachers think when working with SWD. Subsequently, inconsistent practice requires PETE programs to review how inclusive pedagogy is incorporated into student learning outcomes for pre-service PE teachers to develop knowledge and practice for inclusion and, if it adequately prepares them to teach SWD.Research (Hodge & Elliot, 2013;Mangope, Mannathoko & Kuyini, 2013;Pedersen, Cooley & Hernandez, 2014) indicates inclusive pedagogy requires ongoing development at a pre-service level in order to increase the self-efficacy of pre-service teachers to provide meaningful opportunities for SWD in PE. From this review, the authors have identified there is a need to explore Australian pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy. Subsequently, further study needs to explore inclusive pedagogy in PE on a state-wide basis and how it can become embedded throughout an entire PETE program.

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Section: Outline Of the Studiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A review of the literature on inclusive pedagogy in physical education 2005-2015

McNeil¹,

Lante²,

Pill³

2017

LCJ

View full text Add to dashboard Cite

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Inklusion im Sportunterricht

et al. 2016

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Perceptions of Hong Kong physical education teachers on the inclusion of students with disabilities

Lijuan

2016

Asia Pacific Journal of Education

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Based on Lev Vygotsky's social constructivism theory, this study examined the perceptions of Hong Kong physical education (PE) teachers regarding the inclusion of students with disabilities in general PE programmes. Eight secondary PE teachers (female = 5, male = 3) were recruited for individual semi-structured interviews. Data gathered from the interviews were audiorecorded and transcribed. Interview transcripts were analysed and presented as descriptive summaries, as well as underwent content analysis. Three themes emerged based on the content analysis of the teachers' interview data: (1) favourable, but with concerns, (2) hope to be professional, and (3) lack of connection. Results indicated that the teachers acknowledged the benefits of inclusion in PE; however, the teachers also expressed concern regarding the instructional and environmental barriers to the inclusion of students with disabilities in general PE programmes. The findings demonstrated the need for highly frequent and efficient communication, involvement, and collaboration among stakeholders involved in inclusive PE.

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Are Australian pre-service physical education teachers prepared to teach inclusive physical education?

Cited by 22 publications

References 28 publications

A review of the literature on inclusive pedagogy in physical education 2005-2015

A review of the literature on inclusive pedagogy in physical education 2005-2015

Inklusion im Sportunterricht

Perceptions of Hong Kong physical education teachers on the inclusion of students with disabilities

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