Pre-service physical education teachers’ attitudes toward inclusive physical education

Abstract

A teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

The Intelligent Management Mode of College Sports under the Background of 5G Internet of Things

“…(4) Physical education reform and research management include the management of physical education reform, physical education research guidelines, and the establishment and implementation of physical education research projects. Such information mainly includes the name of teaching reform and research, the main content, the date, the name of the professional construction, the date of the professional construction, the content of the professional course, the name of the teaching document, the time of the teaching document, and the content of the teaching document construction [13,14]. (5) e daily physical education and teaching management includes the timetable of course selection, students' course selection, the entry of grades, the inspection during the semester (students' evaluation of teachers' teaching and lectures), and the processing of physical examination results (restudy, makeup examination results processing, management of delayed examination results processing) [15].…”

Perspektiven multiprofessioneller Lehrkräfte und Assistenzen im inklusiven Schulsport am Beispiel bewegungsbezogener Schulfahrten

“…Dies gilt nicht nur im nationalen, sondern auch im internationalen Diskurs, auch wenn es terminologische Unterscheidungen in den Begrifflichkeiten (Adapted Physical Education im Vergleich zu inklusiver Sportunterricht) gibt (Hutzler, Meier & Reuker, 2017). Weitere mögliche Einflussfaktoren scheinen das Dienstalter der Sportlehrkräfte, die Rahmenbedingungen des (inklusiven) Sportunterrichts und außerschulischer Kontakt zu Menschen mit Beeinträchtigungen zu sein (Braksiek, Gröben, Rischke & Heim, 2019), wobei laut den Autor:innen die (inklusionsbezogene) Kooperation innerhalb der Sportfachschaft und das Belastungserleben der Lehrkräfte hingegen keinen Einfluss haben. Andere Autor:innen wie Giese und Weigelt (2015) führen an, dass mit multiprofessionellen Teams, stimmigen didaktischen Konzepten, passenden Schulstrukturen und einer adäquaten Ressourcenausstattung hoch komplexen Unterrichtssituationen in stark heterogenen Lerngruppen produktiv begegnet werden kann.…”

Inclusive Instruction in Elementary Physical Education: A Study of Teachers' Beliefs and Attitudes

“…Sebagai contoh, Braksiek (2022) dengan tegas menyatakan bahwa keyakinan dan sikap positif guru pendidikan jasmani sangat penting dalam membentuk fondasi lingkungan belajar yang inklusif. Begitu pula, penelitian oleh Ogu et al (2017) menemukan bahwa guru pendidikan jasmani yang percaya pada potensi siswa penyandang disabilitas sering kali menciptakan adegan pembelajaran yang mendukung peningkatan kompetensi fisik siswa ini.…”