Changing Physical Education Teacher Education Curriculum to Promote Inclusion |
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Authors: | Jooyeon Jin Joonkoo Yun Heidi Wegis |
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Institution: | 1. Department of Exercise and Sport Science , University of Wisconsin-La Crosse , La Crosse , Wisconsin jjin@uwlax.edu;3. School of Biological and Population Health Sciences, Oregon State University , Corvallis , Oregon |
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Abstract: | Many physical education teachers are not well trained to address the needs of students with disabilities in an inclusive physical education class despite inclusion being a general educational policy (Rust & Sinelnikov, 2010 Rust, R. and Sinelnikov, O. 2010. Practicum in a self-contained environment: Pre-service teacher perceptions of teaching students with disabilities. The Physical Educator, 67: 33–45. Google Scholar]). This lack of training could be improved through well-designed physical education teacher education (PETE) curriculum. This article proposes a curriculum framework based on the Transtheoretical Model (TTM) to effectively train pre-service physical educators toward the inclusive physical education. Three curriculum stages (lecture-focused, lectures with teaching practicum, and internship-focused) and the stage-matched strategies adapted from the TTM are discussed as promising ideas to systematically restructure the PETE curriculum and effectively train pre-service teachers to promote inclusion. |
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Keywords: | Inclusive physical education Transtheoretical Model |
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