scholarly journals DEVELOPMENT OF PSYCHOLOGICAL READINESS IN PHYSICAL EDUCATION TEACHERS FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION

2018 ◽  
Vol 18 (1) ◽  
pp. 125-137
Author(s):  
N Catellani ◽  
D Ilyasov ◽  
E Cherepov ◽  
A Sevryukova ◽  
E Selivanova ◽  
...  
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Physical Education Teachers

scholarly journals Pre-service physical education teachers’ attitudes toward inclusive physical education

2021 ◽  
Author(s):  
Michael Braksiek
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Convergent Validity ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Degree Programs ◽  
Confirmatory Factor Analyses ◽  
Valid Instrument ◽  
Pete Programs ◽  
Teachers Attitudes

AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

scholarly journals Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education

2021 ◽  
Vol 12 (3) ◽  
pp. 191-213
Author(s):  
Iryna Demchenko ◽  
Borys Maksymchuk ◽  
Valentyna Bilan ◽  
Iryna Maksymchuk ◽  
Iryna Kalynovska
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Simulation Modelling ◽  
Physical Education Teachers ◽  
Teaching Methodology ◽  
Special Educational Needs ◽  
Professional Activities ◽  
Formative Stage ◽  
The Difference ◽  
High Level

According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.

scholarly journals The Problem of Professional Training of Future Physical Education Teachers for Innovative Activities in the Conditions of Inclusive Education

2021 ◽  
Vol 1 (2 (340)) ◽  
pp. 55-64
Author(s):  
Pavlo Gordienko ◽  
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Creative Thinking ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Physical Education Teachers ◽  
Children With Special Needs

The article considers the problem of preparing physical education specialists for inclusive education. We investigated the legislative base of inclusive education, scientific and methodical literature on the topic. We came to the conclusion that "inclusive physical education" is a flexible, individualized system of physical education of children with special needs in the conditions of mass education. Physical education teachers are poorly informed about inclusive education, don't understand how they organize physical education work with children with special needs and most believe that inclusive children belong in special schools. The reasons for this attitude are: insufficient training in higher education institutions; imperfect system of forms of work with children with special needs; insufficient information about inclusive education in physical education classes by the administration of the educational institution. The main idea of modernization of the professional training process of physical education and sport specialists is to at least create conditions, allowing students in the educational process of higher education institution to develop innovative ideas in the conditions of inclusion. To develop creative thinking on the implementation of innovative physical education technologies. But at most, the creation of a viable pedagogical system of inclusive education, based on innovative technologies, which would provide a modern quality of training a new type of specialists, who have the knowledge, skills and abilities of an innovative teacher, a teacher-scientist.

scholarly journals Inclusion in Physical Education in Primary Schools

2021 ◽  
Vol 6 (1) ◽  
pp. 64-78
Author(s):  
Dena Widyawan ◽  
Ibnu Sina
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Primary Schools ◽  
Cognitive Theory ◽  
Physical Education Teachers ◽  
Educational Goals ◽  
Structured Interviews ◽  
Dynamic Interactions ◽  
Men 2 ◽  
General Physical

The purpose of this study was to determine inclusive education in general physical education from the perspective and experience of physical education teachers in primary schools. The method used in this research is qualitative phenomenology. Four Physical Education teachers were the sample (2 men, 2 women) aged between 30 and 55 years and were collected by means of: photos, school documents, field notes, and semi-structured interviews. Bandura's social cognitive theory is used as the basis of the research. Outcome of thematic analysis: engaging in learning, adapting strategies to meet student needs, and moving beyond educational goals. In conclusion, inclusive education in physical education in primary schools is built by dynamic interactions between teachers' knowledge of disabilities, motivation to learn about students, children's needs, and learning objectives.

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