Pre-service physical education teachers’ attitude toward, and self-efficacy in, inclusive physical education: Measurement invariance and influence factors

Braksiek, Michael

doi:10.1016/j.tate.2021.103547

Cited by 14 publications

(9 citation statements)

References 68 publications

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“…In addition, literature has documented the roles of teacher preparation programs in helping the development of such attitudes. A study confirms that the more intensive pre-service PE teachers are in contact with disabled students, the more likely they develop their attitude and self-efficacy toward inclusive PE (Braksiek, 2022). The development of knowledge and skills of inclusive PE teaching can be supported by the use of media, acknowledging the fact that the topic of inclusive PE is complex and contextual for undergraduate PE students (McNamara & Haegele, 2021).…”

Section: Discussionmentioning

confidence: 74%

“…In other words, physical education may potentially magnify the marginalization of students with disability. Not only in the UK, but PE teachers in some other countries also make preparation prior to actual inservice teaching (Braksiek, 2022;Koh, 2018), and are less confident in teaching students with disability (Hodge et al, 2009;Nanayakkara, 2022), perform multiple efforts to ensure inclusiveness (Petrie et al, 2018), and show the importance of teaching stance (van Doodewaard & Knoppers, 2021). In Malaysia, PE teachers tend to be less competent in delivering inclusive PE (Bari et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

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A thematic analysis of teachers’ experience in teaching inclusive physical education

Suryobroto

Setiawan²,

Nampai³

et al. 2022

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The current research aimed at investigating physical education teachers’ experiences in practicing inclusive physical education and the meaning they attached to those experiences. The study focused on the thematic analysis of participants’ experiences represented in the collected qualitative data. A number of 12 physical education teachers participated in in-depth interviews and photo elicitation interviews. Verbatim transcripts were obtained from all interviews for subsequent analysis. Using the tenets of thematic analysis (Braun Clarke, 2006, 2019, 2021), analysis included familiarization with the data, open coding, theme construction, theme review, theme naming, and report production. The analysis process yielded four themes of teachers’ experiences including (1) the roles of background knowledge and skills, (2) teaching various types of disabilities, (3) inclusive pedagogy approaches, (3) facilitators and barriers to teaching inclusive physical education. The meaning of the experiences were the meaning of inclusion, inclusive physical education, and inclusive physical education teaching. We conclude that experience is important in delivering inclusive PE, especially with regard to teachers’ development in the area of pedagogical knowledge and skills as well as dealing with challenges in their teaching approaches. Along with this experience is the meaning of teaching inclusive PE which reflected in-depth engagement with this caring profession.

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Section: Discussionmentioning

confidence: 74%

Section: Introductionmentioning

confidence: 99%

A thematic analysis of teachers’ experience in teaching inclusive physical education

Suryobroto

Setiawan²,

Nampai³

et al. 2022

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show abstract

“…Research [3] revealed that selfefficacy in inclusive learning felt by pre-service teachers increased after consuming elearning supplements. A study confirmed that the more intensively pre-service sports teachers engage with students with disabilities, the more likely they are to develop their attitudes and self-efficacy towards inclusive sports [21]. Efforts to enrich teachers' experiences and develop a deeper meaning of inclusive PE may require reinventing teacher training and continuing professional development programs designed specifically for inclusive teaching [22].…”

Section: Discussionmentioning

confidence: 90%

Implementation of Inclusive Physical Education in Yogyakarta Senior High Schools: Teacher Experience

Gani,

Purwanto,

Wibowo

2023

Advances in Health Sciences Research

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Education in various countries pays more attention to inclusive education, including in Indonesia. This study aims to find out the description of the implementation of physical education learning with students with special needs in senior high schools in the city of Yogyakarta. The method in this research is descriptive qualitative. The approach used is a narrative approach. The data source is a high school physical education teacher in the city of Yogyakarta who has taught students with special needs. This study reveals the conditions of adaptive physical education learning in the inclusion class. 1) It is illustrated that not all physical education teachers who teach inclusive classes have an adaptive physical education background. The inclusive school policy provides a challenge to physical education teachers to improve competencies related to adaptive physical education. 2) The implementation of adaptive physical education learning is carried out in a variety of ways to suit the needs of students with special needs. The teacher modifies the learning process from class management, equipment, and assessment. 3) There is no assistance by the accompanying teacher directly during the learning process. Companion teachers are needed for teachers to help manage classes, so that students can get more attention in physical education activities. The results of this study can be used as a consideration for related agencies to be able to facilitate competency improvement related to adaptive physical education and to provide support.

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“…Namun implementasi pendidikan inklusi belum berjalan dengan maksimal (Chhetri dkk., 2020;Braksiek, 2022;Navarro-Mateu dkk., 2020). Masih ditemukan banyak sekali masalah yang terkait dari kurikulum, penerimaan anak berkebutuhan khusus di sekolah inklusi, sarana prasarana, kompetensi guru dalam pembelajaran inklusi, manajemen sekolah, dan proses penilaian pembelajaran.…”

Section: Kata Kunciunclassified

Pelatihan Guru Memodifikasi Dan Memberikan Akomodasi Yang Layak Untuk Peserta Didik Berkebutuhan Khusus

Rofiah,

Satrianawati,

Hayati

2024

Kumawula

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Guru berperan penting dalam keberhasilan Pendidikan inklusif. Salah satu kendala dalam pelaksanaan Pendidikan inklusif di sekolah adalah kurangnya pengetahuan dan keterampilan guru dalam memodifikasi dan mengakomodasi anak berkebutuhan khusus. Tujuan yang ingin dicapai guru mampu dan terampil melakukan akomodasi dan modifikasi pembelajaran di kelas inklusi. Metode yang digunakan dalam pencapaian tujuan tersebut adalah dengan model pembelajaran aktif dan partisipatif dengan dimulai dari persiapan, pelaksanaan, monitoring dan evalusi, serta mentoring. Dalam pelaksanaannya digunakan pendekatan andragogik dan pembelajaran aktif. Pelaksanaan dilakukan di sekolah mitra yaitu SD Muhammadiyah Purbayan yang ada di wilayah kota Yogyakarta. Hasil pengabdian menunjukkan selama tahun pelaksanaan pengabdian, tim melakukan survei dan wawancara dengan guru-guru Sekolah Dasar Muhammadiyah Purbayan untuk mengidentifikasi kebutuhan mereka dalam memahami dan mendukung siswa berkebutuhan khusus. Berdasarkan hasil identifikasi kebutuhan, kami mengembangkan materi pelatihan yang mencakup pemahaman tentang berbagai kebutuhan khusus, strategi modifikasi kurikulum, penggunaan teknologi pendidikan, dan manajemen kelas inklusif. Pelatihan intensif dilaksanakan dengan melibatkan 35 guru Sekolah Dasar Muhammadiyah Purbayan. Terdapat peningkatan pengetahuan dan keterampilan yang berhubungan dengan inklusi dan akomodasi untuk siswa berkebutuhan khusus. Teachers play a crucial role in the success of inclusive education. One of the challenges in implementing inclusive education in schools is the lack of knowledge and skills among teachers in modifying and accommodating students with special needs. The goal is for teachers to be capable and skilled in making accommodations and modifications in inclusive classrooms. The method used to achieve this goal is through an active and participatory learning model, starting from preparation, implementation, monitoring, and evaluation, to mentoring. The approach used involves andragogy and active learning. The implementation takes place in partner schools, namely SD Muhammadiyah Purbayan in the Yogyakarta city area. The results of the service show that during the service year, the team conducted surveys and interviews with teachers at SD Muhammadiyah Purbayan Elementary School to identify their needs in understanding and supporting students with special needs. Based on the results of the needs identification, we developed training materials covering an understanding of various special needs, curriculum modification strategies, the use of educational technology, and inclusive classroom management. Intensive training was conducted involving 35 teachers from SD Muhammadiyah Purbayan Elementary School. There was an improvement in knowledge and skills related to inclusion and accommodations for students with special needs.

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Pre-service physical education teachers’ attitude toward, and self-efficacy in, inclusive physical education: Measurement invariance and influence factors

Cited by 14 publications

References 68 publications

A thematic analysis of teachers’ experience in teaching inclusive physical education

A thematic analysis of teachers’ experience in teaching inclusive physical education

Implementation of Inclusive Physical Education in Yogyakarta Senior High Schools: Teacher Experience

Pelatihan Guru Memodifikasi Dan Memberikan Akomodasi Yang Layak Untuk Peserta Didik Berkebutuhan Khusus

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