Teacher Candidates’ Critical Reflections on Inclusive Physical Education: Deconstructing and Rebuilding New Paradigms
Abstract
Inclusive accessible physical education is a critical priority for physical education teacher education (PETE). Despite the UNESCO (2017) guide for inclusion and equity in education, and the WHO (2010;2011) recommendations for physical activity for persons living with disability (PLWD), there exists an implementation gap in PETE pedagogy. One solution to bridge this gap, is to interrogate these concepts in the pre-service teacher education years. This paper discusses the impact of an intentionally designed inclusive PETE course at two Canadian university faculties of education that (i) challenged PST’s to critically reflect on their past experiences of inclusion, (ii) incorporated experiential activities and readings to disrupt these past concepts and (iii) used videography to record PST’s reflections, lessons and new frameworks for designing fully inclusive PE classes. Results indicated that the PETE methodology courses significantly affected PST’s perceptions of inclusion, and broadened their approaches to inclusive PE pedagogy.
Keywords: pre-service teacher education; inclusive physical education; disability; PETE
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Share Alike 2.5 Canada License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after publication, while providing bibliographic details that credit PHENex (See The Effect of Open Access).