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Canadian Preservice Teacher Views of Inclusive Physical Education

Published online by Cambridge University Press:  30 April 2018

Brent Bradford  and
Tim Loreman
Brent Bradford*
Affiliation:
Concordia University of Edmonton, Canada
Tim Loreman
Affiliation:
Concordia University of Edmonton, Canada
*
Correspondence: Brent Bradford, Concordia University of Edmonton, 7128 Ada Boulevard, Edmonton, AB, Canada, T5B 4E4. Email: [email protected]
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Abstract

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.

Keywords

inclusive educationinclusive physical educationteacher educationdisabilityphysical educationphysical literacy
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 42 , Special Issue 1: Preparing Special and Inclusive Educators for Their New Roles in the 21st Century , July 2018 , pp. 30 - 48
Copyright
Copyright © The Author(s) 2018 

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Footnotes

*This manuscript was accepted under the Editorship of Umesh Sharma.

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