Students with disabilities are more likely than ever to be educated in physical education classes with their typically developing peers. Because of this, it is essential for all educational personnel, including physical educators, to have proper teacher education to help meet the unique needs of these students. Currently, the research base is underdeveloped with regard to the meaning that graduate-level pre-service adapted physical education (APE) specialists ascribe to practicum experiences teaching students with severe and profound disabilities during their graduate teacher education. Thus, the purpose of the current study was to describe and explain graduate students’ experiences instructing students with severe and profound disabilities during course-related practicum experiences. This study utilized a descriptive-qualitative approach using an exploratory case study design and was interpreted through the lens of occupational socialization theory. Nine graduate students enrolled in two master’s level APE programmes acted as participants for this study. As part of their coursework, each student completed a 200 hour hands-on practicum experience teaching students with severe and profound disabilities. Data were collected during this practicum experience through semi-structured interviews, follow-up email correspondence, and demographic questionnaires. Three themes, explainable through the use of organizational socialization theory, emerged, and were: (1) the ambiguous roles of APE teachers; (2) the need for specialized expertise; and (3) reality shock-unpredictable behaviors. Although each of the participants expressed some difficulties during the experience, they also described degrees of success in contributing to the education of students with severe and profound disabilities.
Japanese adapted physical education graduate students’ learning about master’s research thesis projects
