ERIC Number: EJ1054690
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 28
Inclusion Practices in Elementary Physical Education: A Social-Cognitive Perspective
An, Jihoun; Meaney, Karen S.
International Journal of Disability, Development and Education, v62 n2 p143-157 2015
This study explored inclusion practices in general physical education (GPE) from the experiences and perspectives of elementary physical education teachers. The stories of four teachers (two females, two males) between 27 and 57 years of age were gathered using the phenomenological methods of semi-structured interviews, photographs, school documents, and field notes. Bandura's social-cognitive theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from the thematic analysis: engaging in learning; adapting strategies to meet students' needs; and moving beyond the educational goals. The findings suggest that inclusion practices (teacher's behaviours) in GPE were constructed by the dynamic interactions between teachers' knowledge of disability and motivation to learn about their students (personal factors) and children's needs and learning goals (environment).
Descriptors: Inclusion, Social Cognition, Physical Education, Teaching Methods, Elementary School Teachers, Physical Education Teachers, Semi Structured Interviews, Phenomenology, Photography, Documentation, Social Theories, Adapted Physical Education, Learner Engagement, Educational Objectives, Teacher Behavior, Knowledge Base for Teaching, Disabilities, Teacher Motivation, Student Characteristics, Student Needs, Qualitative Research, Interviews, Teacher Collaboration
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A