Teaching inclusively: are secondary physical education student teachers sufficiently prepared to teach in inclusive environments?
Teaching inclusively: are secondary physical education student teachers sufficiently prepared to teach in inclusive environments?
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DOI：
10.1080/17408989.2011.582487
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发表时间：
2012-09-01
影响因子：
3.6
通讯作者：
Coates, Janine Kim
中科院分区：
文献类型：
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作者：
Coates, Janine Kim
背景：当代英国教育指南，如国家课程（NC）在特殊教育需要儿童（SEN）的教学方式中采用了包容性。因此，包容性已经提上了政治议程，导致更多的特殊教育儿童在主流环境中接受教育。实证研究试图检验体育教师的包容观。然而，很明显，体育教师认为他们在初始教师培训（ITT）期间接受的培训对他们的实践有限制，特别是在教授SEN儿童方面。目的：本研究旨在通过检查学生中学体育教师在ITT的培训以及他们对包容性教学的感知准备和信心，来确定学生中学体育教师是否为包容性教学SEN儿童做好了充分的准备。参与者和环境：107名来自西北英格兰ITT机构的四年制学士学位（荣誉）和PGCE中学体育课程的学生参加了这项研究。研究设计：实施调查研究，以检验参加两种不同的ITT课程的中学体育教师是否为在包容性环境中教学做好了充分的准备。数据收集：本研究使用了一份31项半结构化问卷，主要由封闭式问题组成。开放式问题包括收集定性数据，旨在增加数据的丰富性和探索学生的看法。问题集中在被调查者在ITT接受的包容性培训、这种培训的感知有效性、学生的教学偏好、特殊教育儿童的教学经验，以及他们感知到的包容性教学的准备和信心。数据分析：采用SPSS软件对定量数据进行统计分析。使用NVivo对定性反应进行分析。比较了两个不同的参与者群体，以确定课程差异是否影响感知准备和信心的包容性教学。研究结果：研究结果显示，学士学位（荣誉）学生教师比普通文凭学生接受了更多的正式包容性培训。然而，这两门课程的实习教师都被期望在他们的校内安排中教授具有一系列不同特殊教育能力的孩子。因此，这两门课程的学生都表现出希望获得更正式的实践教学经验，特别是针对特定活动的特殊教育培训。最后，研究发现，虽然参与者普遍对特殊教育儿童有准备和信心，但表现出积极的包容态度；很少有人把这归因于他们在ITT的培训，认为他们在ITT的包容性培训是无效的。结论：PE ITT提供者需要在他们的课程中嵌入包容性培训的各个方面，这样包容性就不会被视为一种附加选项。这将确保学生和新合格教师（nqt）拥有包容性教学的经验和知识。这种培训应该包括针对特定活动的特殊体育教育培训，学生教师应该在他们的在校实习期间提供机会，以计划和教授具有一系列不同特殊体育教育的儿童。这样做，期望nqt在进入教学时做好准备，具备必要的技能来教授包容性体育课程，从而自信地满足学生的需求。
Background: Contemporary British educational guidelines, such as the National Curriculum (NC) have adopted inclusivity in the way children with special educational needs (SEN) are taught. Therefore, inclusion has risen up the political agenda, resulting in more children with SEN being taught in mainstream environments. Empirical research has attempted to examine PE teacher's perceptions of inclusion. However, it is evident that PE teachers perceive the training they receive during initial teacher training (ITT) as a constraint on their practice with specific regard to teaching children with SEN.Purpose: This study aimed to determine if student secondary PE teachers are sufficiently prepared to teach children with SEN inclusively, by examining their training at ITT as well as their perceived preparedness and confidence to teach inclusively.Participants and setting: 107 students from a four-year BA (Hons) and a PGCE secondary PE ITT course attending a North West England ITT institution participated in the study.Research design: Survey research was implemented to examine if student secondary PE teachers attending two different ITT courses were sufficiently prepared to teach in inclusive environments.Data collection: A 31-item semi-structured questionnaire comprising predominantly of closed questioning, was used for this study. Open-ended questions were included to collect qualitative data, intended to add richness to the data and explore students' perceptions. Questions focused upon respondents' inclusion training at ITT, the perceived effectiveness of this training, students' preferences in teaching, experience of teaching children with SEN, as well as their perceived preparedness and confidence to teach inclusively.Data analysis: Quantitative data was analysed statistically using SPSS. Qualitative responses were analysed using NVivo. Comparisons were made between the two different participant groups, in order to determine whether curriculum differences impacted on perceived preparedness and confidence to teach inclusively.Findings: Findings showed that BA (Hons) student teachers received more formal inclusion training compared with the PGCE students. Yet, student teachers from both courses were being expected to teach children with a range of different SEN within their in-school placements. As such, students from both courses demonstrated a desire to receive more formal hands-on experience of teaching inclusive PE, with particular reference to activity specific SEN training. Finally, it was discovered that while the participants generally felt prepared and confident to teach children with SEN, displaying positive attitudes for inclusion; few attributed this to their training at ITT, deeming their inclusion training at ITT as ineffective.Conclusion: PE ITT providers need to embed aspects of inclusion training throughout their curricula so that inclusion is not perceived as a bolt-on option. This will ensure student and newly qualified teachers (NQTs) have the experience and knowledge to teach inclusively. This training should include activity-specific SEN training, and student teachers should be provided with opportunities during their in-school placements to plan for and teach children with a range of different SEN. In doing this, it is expected that NQTs will enter teaching prepared, with the necessary skills to deliver inclusive PE lessons, thereby, confidently meeting the needs of their pupils.