Trainee and recently qualified physical education teachers' perspectives on including children with special educational needs

Vickerman, Philip; Coates, Janine

doi:10.1080/17408980802400502

Cited by 63 publications

(79 citation statements)

References 28 publications

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“…Una formación específica y conocimientos acerca de la discapacidad son determinantes para la inclusión (Avramidis, Bayliss, y Burden, 2000;Vickerman, y Coates, 2009), de manera que aquellos profesores que no hayan tenido una formación previa adecuada no se verán preparados para atender a la diversidad en el aula (Davis, Kotecki, y Oliver, 2007;Rust, y Sinelnikov, 2010), pudiendo ello estar relacionado con su percepción de autoeficacia a tenor de los resultados obtenidos en la presente investigación.…”

Section: Discussionunclassified

Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo

Reina

Hemmelmayr

Sierra-Marroquín

2016

PSYE

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RESUMEN:La formación y experiencias positivas previas son fundamentales para una adecuada percepción de competencia, confianza y actitud positiva para la inclusión de alumnos con discapacidad en educación física. Este trabajo analiza la fiabilidad de una escala aplicada al contexto español para evaluar las creencias de autoeficacia para atender a alumnos con discapacidad intelectual, física y visual, mostrando excelentes valores de fiabilidad y consistencia interna la Escala de Autoeficacia en Profesores de Educación Física hacia Alumnos con Discapacidad (EA-PEF-AD). Los 102 profesores que participaron en el estudio mostraron además niveles de autoeficacia más altos (p<0.001) a medida que habían tenido formación y experiencias profesionales previas. Los resultados del presente trabajo confirmarían la idoneidad de llevar a cabo programas formativos para profesores de educación física en activo, preferiblemente con contacto con personas con discapacidad. Palabras clave: enseñanza, competencia, actitud. Self-efficacy of Physical Education teachers toward inclusion of students with disabilities and regarding their previous training and experiencesABSTRACT: Previous training and past positive experiences are key factors to develop an adequate self-competence, self-confidence and positive attitudes toward inclusion of students with disabilities into physical education. This study analyses the reliability of a Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D). One-hundred and two physical education professors participated in this study. Results indicated that professors scored higher on self-efficacy (p<0.001) if they received previous training in adapted physical education or they had previous professional experiences on this regard. Our results recommend providing training opportunities for physical educators who are currently working in schools, with the involvement of persons with disabilities.

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Section: Discussionunclassified

Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo

Reina

Hemmelmayr

Sierra-Marroquín

2016

PSYE

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“…Examples of these include; a questionnaire (Coates, 2012;Mousouli et al, 2009;Vickerman & Coates, 2009) or a pre and post survey (Liberman & Wilson, 2005). Further studies use a combination of approaches to achieve their outcome.…”

Section: Measurements To Examine Attitudes Of Pre-service Pe Teachersmentioning

confidence: 99%

“…A small number of studies (n=3) were unique in their purpose and could not be classed in either of the two main categories. The purpose of these studies were to examine self-efficacy (Vickerman & Coates, 2009), anxiety levels (Everhart, 2009), and identifying attitudes using visual information (Fethi, 2015 …”

Section: Outline Of the Studiesmentioning

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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“…The English government, in recent years, has ensured inclusion has been at the forefront of the educational political agenda and this is evident through the plethora of policy and government documentation available to support inclusion and provide guidance to teachers and schools in ensuring they are able to meet the needs of all learners (for example, see DfES, 2001a;DfES, 2001b;DfES, 2004;DfES, 2005). Moreover, currently 57.2% of all children with SEN attend mainstream schools (DfES, 2007), and this number is set to increase with political agenda pushing for inclusive education (DfES, 2004;Vickerman, 2007;Vickerman and Coates, 2009). …”

Section: Introductionmentioning

confidence: 99%

Teaching inclusively: are secondary physical education student teachers sufficiently prepared to teach in inclusive environments?

Coates

2012

Physical Education and Sport Pedagogy

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Practitioner summary:In recent years, increasing numbers of children with special educational needs (SEN) have been accepted into mainstream schools, due to inclusion rising up the political agenda.Research, however, has shown that student and experienced PE teachers do not perceive their inclusion training as sufficient in preparing them to teach children with SEN. This study examines if student PE teachers are sufficiently prepared to teach in inclusive environments.A semi-structured questionnaire was administered to 107 student secondary PE teachers.Findings illustrated that student PE teachers did not perceive their initial teacher training (ITT) as effective in preparing them to teach inclusively. These findings provide scope for curriculum design changes on ITT courses at higher education, suggesting that inclusion should be embedded on ITT courses, providing students with more hands-on experience of teaching children with SEN. l P o s t -r e v i e w ABSTRACT Background

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Trainee and recently qualified physical education teachers' perspectives on including children with special educational needs

Cited by 63 publications

References 28 publications

Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo

Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo

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

Teaching inclusively: are secondary physical education student teachers sufficiently prepared to teach in inclusive environments?

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