Attitudes of pre‐service physical educators at a faith‐based university toward individuals with disabilities

Schoffstall, James; Ackerman, Beth E

doi:10.1080/13617670701485789

Cited by 6 publications

(13 citation statements)

References 30 publications

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“…No matter the instrument used to measure pre-service PE teachers' attitudes towards teaching SWD, it was found that pre-service PE teachers held positive intentions about SWD and reported changes in attitude and competence towards teaching SWD in PE (Apache & Rizzo, 2005;Di Nardo et al,2014;Gursel, 2007;Liberman & Wilson, 2005;Mangope et al, 2013;Martin & Kudlacek, 2010;Oh et al, 2010;Pedersen et al, 2014;Schoffstall et al, 2007;Tindall et al, 2015). The factors influencing these findings range from; previous experience with people living with disability and perceived competence (Oh et al, 2010), education presented through coursework (Apache & Rizzo, 2005;Di Nardo et al, 2014;Gursel, 2007;Martin & Kudlacek, 2010;Mangope et al, 2013;Pedersen et al, 2014;Schoffstall et al, 2007) and contact with people living with disability in a PE practicum (Liberman & Wilson, 2005;Tindall et al, 2015).…”

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

confidence: 99%

“…On examination of table 1 it is seen that despite the positive intentions of pre-service PE teachers they have limited self-efficacy to translate knowledge and experiences into designing and enacting inclusive pedagogy for SWD. Within the reviewed studies, it was highlighted that attitudes of pre-service teachers were measured to evaluate the impact of coursework pre, during and/or post delivery in inclusive pedagogy (Apache & Rizzo, 2005;Coates, 2012;Di Nardo et al, 2014;Gursel, 2007;Pedersen et al, 2014;Perlman & Piletic 2012;Schoffstall et al, 2007). Through analysing table 1 it became evident there was inadequate training at a preservice level which meant teachers did not feel confident in their pedagogy when working with students with disabilities (SWD).…”

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

confidence: 99%

“…The use of a validated approach enables an accurate process of measurement to gain an outcome. When using the ToPB model, it was identified in the work of Schoffstall et al (2007), that when ToPB was applied to examine participants' attitudes it indicated students who participated in an Adapted Physical Education (APE) program reported having positive views of SWD. Therefore, this positively influenced their behaviours to teach.…”

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

confidence: 99%

“…The factors influencing these findings range from; previous experience with people living with disability and perceived competence (Oh et al, 2010), education presented through coursework (Apache & Rizzo, 2005;Di Nardo et al, 2014;Gursel, 2007;Martin & Kudlacek, 2010;Mangope et al, 2013;Pedersen et al, 2014;Schoffstall et al, 2007) and contact with people living with disability in a PE practicum (Liberman & Wilson, 2005;Tindall et al, 2015). On examination of table 1 it is seen that despite the positive intentions of pre-service PE teachers they have limited self-efficacy to translate knowledge and experiences into designing and enacting inclusive pedagogy for SWD.…”

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

confidence: 99%

“…• Evaluating the impact of coursework and teacher training in PE and/or Adapted Physical Education (APE) (Apache & Rizzo, 2005;Coates, 2012;Di Nardo et al, 2014;Pedersen, Cooley & Hernandez, 2014;Perlman & Piletic, 2012;Schoffstall & Ackerman, 2007).…”

Section: Outline Of the Studiesmentioning

confidence: 99%

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

confidence: 99%

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

confidence: 99%

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

confidence: 99%

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

confidence: 99%

Section: Outline Of the Studiesmentioning

confidence: 99%

See 3 more Smart Citations

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

McNeil¹,

Lante²,

Pill³

2017

LCJ

View full text Add to dashboard Cite

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A meta-analysis of the effect of adapted physical activity service-learning programs on college student attitudes toward people with disabilities

Case

Schram

Jung

et al. 2020

Disability and Rehabilitation

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The Influence of the Traditional APE Course on the Attitudes of Pre Service Physical Educators in Saudi Arabia toward Teaching Students with Physical Disabilities

Alsalhe¹

2015

JEPS

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This study aimed to determine the influence of the traditional Adapted Physical Education)APE(course on the attitudes of sixty three undergraduate physical education students toward teaching students with physical disabilities (N= 63). All participants were enrolled in traditional undergraduate APE course at the College of Sport Science and Physical Activity in King Saud University in Saudi Arabia. Data were collected through the administration of The Attitudes towards Individuals with Physical Disabilities in Physical Education-Revised (ATIPDPE-R) instrument, based on the theory of planned behavior)Ajzen, 2000(. Pre-test and post-tests were administered in this study. Based on the results, pre-test and post-test scores indicated that there was no significant change of the participants' attitudes towards teaching students with physical disabilities after taking the APE course. However, results showed positive attitudes by analyzing the scores of pre-test and post-test separately for each statement. Specifically, participants showed more positive attitudes in the post-test in the statements of 6, 9 and 12, which were related to the effect of inclusion on the development of personalities of students with physical disabilities, level of knowledge for persons with disabilities, and the quality of teaching in the implementation of the inclusion in PE. Results of this study concluded that the traditional APE course cannot positively affect the attitudes of the future physical educators toward teaching students with specific disabilities.

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Attitudes of pre‐service physical educators at a faith‐based university toward individuals with disabilities

Cited by 6 publications

References 30 publications

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

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

A meta-analysis of the effect of adapted physical activity service-learning programs on college student attitudes toward people with disabilities

The Influence of the Traditional APE Course on the Attitudes of Pre Service Physical Educators in Saudi Arabia toward Teaching Students with Physical Disabilities

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