The purpose was to develop an instrument for use in physical education teacher education (PETE) programs that would yield valid evidence of the judgments of PETE preservice teachers toward the inclusion of students with disabilities into general physical education classes. Both the conceptualization that judgments represent the cognitive expressions of attitudes (Ajzen, 2001; Sherif & Hovland, 1961) and focus group discussions were used to create the Physical Educators’ Judgments About Inclusion (PEJI) instrument. Following content validation procedures, we administered PEJI to 272 PETE preservice teachers. Subsequent principal component analysis to generate construct validity evidence indicated 15 items should be retained; they collectively explained 53% of the variance using a three-component model. Dimensions of the PEJI pertained to judgments about inclusion, acceptance, and perceived training needs. Alpha coefficients for the three subscales ranged from .64 to .88.
Samuel R. Hodge, Nathan M. Murata and Francis M. Kozub
Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum and Chung Wah Yu
.e., the model depicted in Figure 1 ). Preservice PE teachers were recruited in this study as the corresponding findings may inform practitioners to develop preservice teacher education programs. According to our literature review, we hypothesized that mindfulness and basic psychological needs satisfaction
Samuel R. Hodge, Ronald Davis, Rebecca Woodard and Claudine Sherrill
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.
Wesley J. Wilson and K. Andrew R. Richards
study was to examine the socialization of preservice teachers in an APETE graduate-level program through the lens of occupational socialization theory. Socialization Through PETE The study of socialization as it relates to teachers reflects “that field of scholarship which seeks to understand the
Ali Brian, Adam Pennell, Ryan Sacko and Michaela Schenkelburg
Most early childhood centers charge preschool teachers with delivering gross motor skill content and providing physical activity (PA) opportunities to children. Little is known regarding preschool teachers’ background and confidence and the extent to which centers meet the Active Start Guidelines (ASGs) for PA. Preschool teachers (N = 102) completed an exploratory survey and the Self-Perception Profile for Adults Athletic Competence subscale. Eighty-eight percent possessed no formal background in physical education (PE)/PA, while most teachers (77%) were not aware of the ASGs. Most participants (92%) reported that they do not provide daily, teacher-led PE/PA programming, and less than half (47%) provided at least 60 min of daily free play. Preschool teachers were found to have below average perceived motor competence. Recommendations are provided for preservice teacher training programs, policymakers, as well as professional development of in-service teachers.
Sam Minner, Greg Prater and Allan Beane
Preservice teachers from a special education undergraduate training program and inservice teachers working in special education classrooms read a descriptive vignette of a hypothetical placement meeting. All subjects were asked to assume that they felt the child being discussed needed adapted physical education, but that no person in their local school district was trained to provide such services. In short, a “professional dilemma” was devised. After reading the vignette, subjects responded to several questions that assessed their willingness to recommend that the student be provided with the necessary service and the potential impact of this recommendation. Results indicated that both groups were willing to recommend the service but that the inservice group was more fearful of negative repercussions.
Chad M. Killian and Amelia Mays Woods
added field time for preservice teachers and to promote an active-learning approach. The documented positive impact that flipped instruction can have on course structure, student learning, and student perceptions served as rationale for redesigning the course using a flipped model. Course Description
Matthew D. Curtner-Smith, Deborah. S. Baxter and Leah K. May
orientations research areas. PETE = physical education teacher education. The most developed area in value orientations research to date has been that concerned with descriptions and comparisons of the value orientations prioritized by various groups of in-service teachers, preservice teachers, doctoral
K. Andrew R. Richards, Colin G. Pennington and Oleg A. Sinelnikov
that focused on the perspectives of high school students who were identified as prospective PE recruits or asked preservice teachers to expound on the acculturation experiences that led them to enroll in PETE. In professional socialization studies, participants were enrolled in PETE programs and/or the
Andrea R. Taliaferro and Sean M. Bulger
attitudinal change in preservice teachers toward working with learners with disabilities including beliefs, perceived competence, attitude, self-efficacy, intentions, and teaching proficiency ( Ammah & Hodge, 2005 ; Block & Rizzo, 1995 ; Downs & Williams, 1994 ; Folsom-Meek et al., 1999 ; Hodge, Davis