Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum

2015 ◽  
Vol 32 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Andrea R. Taliaferro ◽  
Lindsay Hammond ◽  
Kristi Wyant
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Midwestern University ◽  
Disability Categories ◽  
The Impact

The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

The Impact of Participation in an Outdoor Education Program on Physical Education Teacher Education Student Self-Efficacy to Teach Outdoor Education

2020 ◽  
Vol 39 (1) ◽  
pp. 18-27
Author(s):  
Kate Hovey ◽  
Diana Niland ◽  
John T. Foley
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Outdoor Education ◽  
Education Student ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Student ◽  
The Impact

Purpose: Self-efficacy, having been identified as a factor influencing teacher effectiveness, combined with the increased prevalence of outdoor education (OE) content being taught within physical education contexts, warrants the need for physical education teacher education (PETE) programs to address OE outcomes. Therefore, the purpose of this study was to determine if participation in an OE program increased self-efficacy to teach OE among PETE students. Methods: PETE students (N = 95) were taught OE content in multiple residential environments and were evaluated using the “Survey of Self-efficacy for Teaching Outdoor Education.” Results: Results indicated a significant increase in self-efficacy scores from pretest to posttest in all content areas (OE skills, group dynamic skills, and models and theories). Overall, the OE program had a large effect in changing self-efficacy scores. Conclusion: Participation in the program positively affected PETE students’ self-efficacy for teaching OE, which may improve their ability to ultimately teach this content in physical education settings.

Recruitment and initial socialization into adapted physical education teacher education

2019 ◽  
Vol 26 (1) ◽  
pp. 54-69 ◽  
Author(s):  
K Andrew R Richards ◽  
Wesley J Wilson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
The United States ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Adapted Physical Educators

While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical education teachers (5 males, 12 females). Data were collected through two individual interviews with each participant and autobiographical essay writing. Results revealed similarities and differences in the recruitment of adapted physical educators and physical education generalists. Specific themes included: (a) individuals with disabilities were the most powerful socializing agents; (b) both positive and negative experiences in sport and physical education facilitated recruitment; (c) an incomplete apprenticeship of observation framed recruitment; and (d) participants had different background experiences and espoused diverse career goals. Results are discussed with implications focusing on the socialization of both physical educators and adapted physical education specialists.

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

scholarly journals Becoming InterActive for Life: Mobilizing Relational Knowledge for Physical Educators

2022 ◽  
Vol 3 ◽  
Author(s):  
Rebecca J. Lloyd ◽  
Stephen J. Smith
Keyword(s):  
Physical Education ◽  
Tai Chi ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Motion Sensing ◽  
Physical Education Teacher Education ◽  
Interactive Games ◽  
Relational Knowledge ◽  
Phenomenological Methodology ◽  
World Class

The overarching purpose of the InterActive for Life (IA4L) project is to mobilize relational knowledge of partnered movement practices for physical education practitioners. Through a participatory, motion-sensing phenomenological methodology, relational knowledge gleaned from world class experts in salsa dance, equestrian arts, push hands Tai Chi and acroyoga, and analyzed through the Function2Flow conceptual model, was shared with Physical Education Teacher Education (PETE) students. They, in turn, made sense of the ways these experts cultivate relational connections through a process of designing interactive games suitable for physical education curricula. The kinetic, kinesthetic, affective and energetic dynamics of these games were then shared through professional development workshops, mentoring, and open-access resources. Each phase of the IA4L project invites us to depart from the predominance of individualistic ways of conceiving and teaching movement and instead explore what it means to be attuned to the pulse of life as we break away from tendencies to objectify movement as something our bodies do or that is done to them. Consideration is given to the ways in which meaningful relational connections are formed in and through movement and how this learning prioritizes the InterActive Functions, Forms, Feelings and Flows of moving purposefully, playfully and expressively with others. In so doing, what this research offers is an understanding of how knowledge of an essentially motion-sensitive kind, which can breathe life into physical education curricula, can be actively and interactively mobilized.

scholarly journals FORMAÇÃO CONTÍNUA DE PROFESSORES DE EDUCAÇÃO FÍSICA FACE À PERSPECTIVA INCLUSIVA

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Milena Pedro de Morais ◽  
Maria João Carvalheiro Campos ◽  
Graciele Massoli Rodrigues
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Children With Disabilities ◽  
Education Majors ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Majors

A formação profissional contínua na Educação Física Escolar tem um papel essencial face à perspectiva inclusiva no sentido de subsidiar o professor para o desenvolvimento de atitudes positivas. Assim, o objetivo do presente estudo foi analisar a eficácia de um programa formativo nos níveis de Percepção da Competência e da Qualidade da Experiência de 29 licenciados em Educação Física, em processo de formação contínua, estudantes do 1º ano do curso de Mestrado em Ensino da Educação Física nos Ciclos Básico e Secundário da Faculdade de Ciências do Desporto e Educação Física da Universidade de Coimbra, Portugal. Aplicou-se a Escala de Autoeficácia na Educação Física Inclusiva, sendo a versão portuguesa do questionário Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities em dois momentos distintos, antes e após a realização de uma ação formativa. Os resultados apontam que os participantes demonstram níveis elevados tanto para a Percepção da Competência quanto da Qualidade da Experiência após a realização da ação formativa. Conclui-se que as ações de formação contínua na perspectiva inclusiva são, portanto um importante caminho a ser trilhado a fim de capacitar o professor para o atendimento à diversa demanda escolar em contexto inclusivo.   Recebido em: 19/12/2019Reformulado em: 20/12/2019Aceito em: 20/12/2019

scholarly journals Impact of Occupational Socialization on the Perspectives and Practices of Sport Pedagogy Doctoral Students

2011 ◽  
Vol 30 (3) ◽  
pp. 296-313 ◽  
Author(s):  
Hong-Min Lee ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Physical Education ◽  
Graduate Education ◽  
Doctoral Students ◽  
Occupational Socialization ◽  
Degree Programs ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
The Impact ◽  
Analytic Induction

The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students in terms of physical education (PE) teaching and physical education teacher education (PETE). Participants were 12 students. Data were collected through formal and informal interviews, observations, and self-reflective posters. They were analyzed using analytic induction and constant comparison. Key findings were that doctoral students espoused both conservative and liberal forms of PE and PETE. These views were shaped by the various phases of their socialization. Doctoral students recalled being oriented to teaching and coaching. The longer coaching orientations remained intact, the more likely they were to espouse conservative versions of PE and PETE. The students’ graduate education was shown to be particularly potent and powerful. This appeared to be due to influential faculty, a practitioner focus in master’s degree programs, and engagement in undergraduate PETE.

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