Comparison of Practicum Types in Changing Preservice Teachers’ Attitudes and Perceived Competence
in Adapted Physical Activity QuarterlyBy purchasing this content you agree and accept the terms and conditions
The purpose was to compare the effects of two practicum types (off campus and on campus) on physical education teacher education (PETE) students’ attitudes and perceived competence toward teaching school-aged students with physical disabilities or moderate-severe mental retardation. PETE students, enrolled in a 15-week introductory adapted physical education (APE) course and involved in eight sessions of either off-campus (n = 22) or on-campus (n = 15) practicum experiences, completed Rizzo’s (1993a) Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities-III (PEATID-III) two times. Analysis of pretest data revealed that groups were equated on gender, experience, attitude, and perceived competence. Kruskal-Wallis ANOVA revealed no significant difference between practicum types on posttest attitude and perceived competence measures. Attitude scores did not differ significantly from pretest to posttest. Perceived competence improved significantly from pretest to posttest under both practicum types. Implications for professional preparation are discussed.
Samuel R. Hodge is with the School of Physical Activity & Educational Services at The Ohio State University, Columbus, Ohio 43210-1297. E-mail: <hodge.14@osu.edu>. Ronald Davis and Rebecca Woodard are with the School of Physical Education at Ball State University, Muncie, IN 47306. Claudine Sherrill is with the Kinesiology Department at Texas Woman’s University, Denton, TX 76204.
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