Canadian Preservice Teacher Views of Inclusive Physical Education

In this paper, we explored various aspects of Canadian preservice elementary school teacher views about inclusive physical education. Based on prior work by Loreman (2014) that broadly examined preservice teacher views on inclusive education, in this study we looked specifically at inclusive physica...

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Bibliographic Details
Published in:Australasian journal of special and inclusive education 2018-07, Vol.42 (1), p.30-48
Main Authors: Bradford, Brent, Loreman, Tim
Format: Article
Language:English
Subjects:
Disabilities
Disability
Elementary Education
Elementary School Teachers
Elementary schools
Foreign Countries
Inclusion
Individualized Instruction
Learning
Literacy
Participation
Physical Education
Preservice Teacher Education
Preservice Teachers
Self Efficacy
Student Attitudes
Student Diversity
Students with disabilities
Teacher education
Teaching
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Summary:In this paper, we explored various aspects of Canadian preservice elementary school teacher views about inclusive physical education. Based on prior work by Loreman (2014) that broadly examined preservice teacher views on inclusive education, in this study we looked specifically at inclusive physical education using a different sample of participants in the same program. Preservice teachers were asked a series of open-ended questions relating to their understandings, feelings of teaching self-efficacy, attitudes, and concerns relating to inclusive physical education in elementary school. Their responses reflected a strong focus on ability diversity (e.g., disability) and indicated that inclusive physical education means that all students should be part of the learning environment or that some should be excluded in roughly equal proportion. Depending on the curricular dimension, their self-perceived levels of preparedness ranged from low to high. The participants also presented a strong case for the necessity of resources available for the teaching of inclusive physical education.
ISSN:2515-0731
2515-074X
DOI:10.1017/jsi.2018.4