Initial Teacher Education and Continuing Professional Development: The Perspectives of Special School Physical Education Teachers

Autor/inn/en	Maher, Anthony John; Fitzgerald, Hayley
Titel	Initial Teacher Education and Continuing Professional Development: The Perspectives of Special School Physical Education Teachers
Quelle	In: Curriculum Studies in Health and Physical Education, 11 (2020) 1, S.18-33 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maher, Anthony John) ORCID (Fitzgerald, Hayley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2019.1696687
Schlagwörter	Preservice Teacher Education; Faculty Development; Professional Continuing Education; Physical Education; Physical Education Teachers; Special Schools; Foreign Countries; Teacher Attitudes; Special Education; Students with Disabilities; Inclusion; Access to Education; Educational Needs; Student Teaching; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Berufsfeldbezogener Unterricht; Weiterbildung; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Special school; Sonderschule; Ausland; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Educational need; Bildungsbedarf; Teaching practice; Unterrichtspraxis
Abstract	Physical education (PE) research focusing on initial teacher education (ITE) and continuing professional development (CPD) have been preoccupied with practitioners in mainstream (regular) schools. This article used situated learning theory to explore special school PE teachers' perspectives of their ITE and CPD in England. A number of key themes were constructed from six interviews with special school teachers, including, 'Special educational needs and disabilities are marginalised during initial teacher education', 'Special school-based placement may help to prepare trainee teacher', 'The professional development opportunities available to special school PE teachers are limited' and 'PE-specific CPD should be tailored to the needs of staff and pupils in schools'. Regardless of route into the profession, all teachers recalled a lack of focus on Special Educational Needs and Disabilities (SEND) and inclusion in the context of PE during their ITE. This trend was also evident through subsequent CPD offered, although there were accounts of informal opportunities. In concluding we argue that further consideration must be given to the nature of inclusive PE training offered within ITE. There is also a need to reconsider how CPD can best support career-long professional development that nurtures inclusive PE practitioners. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01