The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven African American physical education teacher candidates. The data sources were interviews, self-reflective journal logs, and e-portfolios. The data were analyzed using a constant comparative method (Boeije, 2010). The thematic findings were: (a) tacit positioning (unconscious and unintentional), (b) self–other discourse, and (c) reflective positioning. The study’s findings offer additional empirical evidence that physical education teacher education programs must do more to better prepare teacher candidates for working in urban schools with greater cultural competency and higher self-efficacy.
Takahiro Sato and Samuel Russell Hodge
Takahiro Sato, Justin A. Haegele and Rachel Foot
The purpose of this study was to investigate in-service physical education (PE) teachers’ experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants’ narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants’ perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.
Justin A. Haegele, Takahiro Sato, Xihe Zhu and T. Nicole Kirk
The purpose of this study was to examine the reflections of adults with visual impairments regarding paraeducator support during their school-based integrated physical education. An interpretative phenomenological analysis research approach was used, and 9 adults (age 21–34 years; 8 women and 1 man) with visual impairments acted as participants. Semistructured audio-recorded telephone interviews and reflective field notes were sources of data. A 3-step analytic process was adopted for thematic development. Based on the data analysis, 3 interrelated themes emerged: “they wouldn’t let me participate”—restriction in the name of safety, “stuck out like a big tree in a field full of poppies”—unwanted social attention and isolation, and “I felt like they weren’t trained”—paraeducator disengagement and training needs. The themes highlight concerns expressed by the participants, such as the need for paraeducator training, that should be considered when using paraeducator support during physical education.