Inclusion Illusion: A Mixed-Methods Study of Preservice Teachers and Their Preparedness for Inclusive Schooling in Health and Physical Education

Autor/inn/en	McCracken, Tahlia; Chapman, Sian; Piggott, Ben
Titel	Inclusion Illusion: A Mixed-Methods Study of Preservice Teachers and Their Preparedness for Inclusive Schooling in Health and Physical Education
Quelle	In: International Journal of Inclusive Education, 27 (2023) 4, S.507-525 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chapman, Sian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1853259
Schlagwörter	Preservice Teachers; Inclusion; Students with Disabilities; Readiness; Teacher Competencies; Health Education; Physical Education; Student Attitudes; Physical Education Teachers; Attitude Change; Courses; Teacher Education Programs; Preservice Teacher Education; Self Efficacy; Teaching Experience; Knowledge Level; Educational Legislation + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrkunst; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Schülerverhalten; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Attitudinal change; Einstellungsänderung; Kursangebot; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Bildungsrecht; Schulgesetz
Abstract	For preservice teachers, inclusive education practices are daunting, highlighting concerns around confidence, individualisation, and student behaviour. To explore this issue further, this study examined the perceptions of preservice Health and Physical Education (HPE) teachers on inclusion using a sequential, explanatory mixed-methods research design. Preservice HPE teachers (n = 44) completed a compulsory course on inclusion and a 10-week school internship. Sentiments, attitudes, and concerns were examined using the Sentiments, Attitudes and Concerns about Inclusive Education-Revised Scale (SACIE-R) and reported a Total Scale Score (TSS) and respective Sub-Scale Scores (SSS) for Sentiments, Attitudes and Concerns across three time points. Linear mixed models showed a significant improvement in TSS (p = 0.005) over time from course participation to internship. In addition, the SSS for Concerns was significant over time (p < 0.001) resulting in reduced Concerns about inclusion as time progressed. Qualitatively, six students participated in semi-structured interviews that examined views of inclusive education practices. Findings suggest an improvement in attitudes towards inclusive practices through participation in specific courses that provide direct opportunities for preservice teachers to practice inclusion. Implications for preservice teacher education programmes include the importance of direct experience with and without the pressure of school environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01