Physical Educators’ Judgments About Inclusion: A New Instrument for Preservice Teachers

Hodge, Samuel R.; Murata, Nathan M.; Kozub, Francis M.

doi:10.1123/apaq.19.4.435

Cited by 25 publications

(48 citation statements)

References 32 publications

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“…Physical Educators' Judgments about Inclusion (PEJI) survey (Hodge et al, 2002) Analysis A series of one-way ANOVA tests…”

Section: Data Collection Methodsmentioning

confidence: 99%

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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“…Physical Educators' Judgments about Inclusion (PEJI) survey (Hodge et al, 2002) Analysis A series of one-way ANOVA tests…”

Section: Data Collection Methodsmentioning

confidence: 99%

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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“…La literatura muestra como un factor determinante la actitud de los compañeros sin discapacidad hacia sus compañeros que sí la tienen (Conaster, Block, y Gansneder, 2002;Folsom-Meek y Rizzo, 2002;Hodge, Murata, y Kozub, 2002;Pérez-Tejero, Ocete, Ortega-Vila, y Coterón, 2012).…”

Section: Introductionunclassified

Validación de la versión española del cuestionario “Actitudes de los alumnos hacia la integración en educación física (CAIPE-R)”

Ocete

Tejero²,

Álvarez³

et al. 2017

PSYE

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La Educación Física (EF) se muestra, a priori, como un área idónea para trabajar intervenciones educativas para facilitar la inclusión de alumnos con discapacidad, siendo las actitudes de los compañeros sin discapacidad determinantes en este proceso. Este estudio presenta el análisis de validez y fiabilidad de la versión española del cuestionario Children Attitude Integrated Physical Education- Revised (CAIPE-R; Block, 1995). Para ello se utilizó una muestra de 222 alumnos de EF en Educación Secundaria Obligatoria de centros educativos de Madrid, compuesta por 117 varones y 105 mujeres, con edades comprendidas entre los 12 y los 18 años (M=14.07; SD=1.31). Los resultados muestran la adecuada fiabilidad del cuestionario y la validez del constructo, con un buen ajuste al modelo. La escala adaptada arrojó una reducción a 10 ítems, obteniendo una consistencia interna general por encima de 0.70, salvo en los ítems 2 y 8 de la escala general y el ítem 9 de la escala específica. El estudio concluye que la versión muestra una validez y fiabilidad adecuadas para detectar las actitudes hacia la inclusion de compañeros con discapacidad en EF en el contexto español.

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“…According to Hodge, Murata, & Kozub (2002), pre-service physical education teachers may harbor negative perceptions of individuals with disabilities (IWDs) when they have not acquired practical work experiences with IWDs. The same issue holds among GPE teachers.…”

Section: Introductionmentioning

confidence: 99%

Role оf Previous Experience оn Pre-Service Physical Educators’ Confidence in Teaching Individuals with Disabilities: Mediation Analysis

Jeong¹,

Oh²,

Kim³

2017

EJES

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This study aimed to examine relationships among the confidence of pre-service physical educators in teaching individuals with disabilities (IWDs), their previous experiences, and the quality of experiences and to test if the relationship between the quality of previous experiences and confidence in working with IWDs is mediated by the previous experiences. A total of 150 pre-service teachers completed a questionnaire. Significant relationships were found between previous experiences and the quality of such experiences (r = .70, p < .001), previous experiences and confidence (r = .50, p < .001) and the quality of previous experiences and confidence (r = .35, p < .001). The regression analysis indicated that the quality of previous experiences was a significant predictor of confidence, β = .35, F(1, 148) = 20.19, p < .001. The quality of previous experiences was related to previous experiences, β = .70, F(1, 148) = 142.76, p < .001. Previous experiences was associated with confidence, β = .50, F(1, 148) = 50.18, p < .001. The results of the mediation analysis confirmed the mediating role of previous experiences in the relationship between the quality of previous experiences and confidence, β = .24 (CI = .15 to .33). After controlling for previous experiences, the direct effects of the quality of previous experiences on confidence became nonsignificant, β = -.01, t (147) = -.12, p = .904. Finally, the results of the bootstrapping test showed that the mediation model was significant, Z = 4.69, p < .001, ĸ² = .24.

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Physical Educators’ Judgments About Inclusion: A New Instrument for Preservice Teachers

Cited by 25 publications

References 32 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

Validación de la versión española del cuestionario “Actitudes de los alumnos hacia la integración en educación física (CAIPE-R)”

Role оf Previous Experience оn Pre-Service Physical Educators’ Confidence in Teaching Individuals with Disabilities: Mediation Analysis

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