Comparison of Pre-Service Physical Educators' Attitudes toward Individuals with Disabilities before and after Adapted Physical Course Work.

Autor/inn/en	Nolan, J.; Duncan, C.; Hatton, V.
Titel	Comparison of Pre-Service Physical Educators' Attitudes toward Individuals with Disabilities before and after Adapted Physical Course Work.
Quelle	(2000), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adapted Physical Education; Attitude Change; Attitudes toward Disabilities; Elementary Education; Field Experience Programs; Higher Education; Inclusive Schools; Physical Education Teachers; Preservice Teacher Education; Preservice Teachers; Pretests Posttests; Special Schools; State Schools; Student Teaching; Teacher Attitudes + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Elementarunterricht; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inclusive school; Integrative Schule; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehramtsstudiengang; Lehrerausbildung; Special school; Sonderschule; Staatliche Schule; Teaching practice; Unterrichtspraxis; Lehrerverhalten
Abstract	This study compared the attitudes of preservice physical educators after field experiences in adapted physical education and also compared attitudinal changes between those with such field experiences and those without. Subjects (n=63) all received 8 weeks of adapted physical education classroom instruction. One-third then experienced an 8-week supervised field experience at the local state school. Another third received 10 weeks of supervised field experience in an inclusive setting at a local primary school. At post-test the state school group showed significant changes in the direction of improved self-concept and inclusion of students with mild-moderate mental retardation. Significant attitude changes concerning motivation for nondisabled students were found for the inclusion group. These students also disclosed some significant negative attitudinal changes at post-test, especially toward inclusion of students with emotional/behavioral disorders. Results generally support the value of field experience in adapted physical education. (Contains 15 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01