The Professional Socialisation of Japanese Graduate Students during Adapted Physical Education Practicum Experiences

Autor/inn/en	Sato, Takahiro; Haegele, Justin; Saito, Mayumi; Sawae, Yukinori
Titel	The Professional Socialisation of Japanese Graduate Students during Adapted Physical Education Practicum Experiences
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 2, S.594-608 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sato, Takahiro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1719049
Schlagwörter	Foreign Countries; Graduate Students; Socialization; Students with Disabilities; Adapted Physical Education; Practicums; Program Effectiveness; Equal Education; Teacher Behavior; Cooperation; Severe Disabilities; Teacher Education Programs; Inclusion; Japan + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Socialisation; Sozialisation; Disability; Disabilities; Schüler; Schülerin; Behinderung; Practicum; Praktikum; Praktika; Teacher behaviour; Lehrerverhalten; Co-operation; Kooperation; Severe disability; Schwerbehinderung; Inklusion
Abstract	The purpose of the current study was to examine Japanese graduate students' professional socialisation experiences while instructing students with disabilities during adapted physical education (APE) practicum experiences. This study, situated in occupational socialisation theory, used a case study design. Seven graduate students (four males and three females), who engaged in weekly APE practicum experiences at a Japanese public university campus, were included in this study. Data sources included individual semi-structured face-to-face interviews. The data were analysed using a constant comparative method, and three themes emerged: (1) "equity and equality of professional caring behaviours"; (2) "collaborative lessons"; and (3) "lack of teaching students with severe and profound disabilities in APE practicum." Based on the graduate students' socialisation experiences during their practicum experiences, we suggest APE graduate programmes develop a series of trainee experiences with public school partnerships to enhance teaching competences, and collaborate with in-service APE and/or special education teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01