Preservice physical educators' self-efficacy beliefs toward inclusion: the impact of coursework and practicum

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...

Full description

Saved in:
Bibliographic Details
Published in:Adapted physical activity quarterly 2015-01, Vol.32 (1), p.49-67
Main Authors: Taliaferro, Andrea R, Hammond, Lindsay, Wyant, Kristi
Format: Article
Language:English
Subjects:
Adolescent
Adult
Attitude
Autism
Curriculum
Disabled Persons
Faculty
Female
Humans
Male
Midwestern United States
Physical education
Physical Education and Training
Self Efficacy
Surveys and Questionnaires
United States
Young Adult
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:0736-5829
1543-2777
DOI:10.1123/apaq.2013-0112