Teacher Candidates’ Critical Reflections on Inclusive Physical Education: Deconstructing and Rebuilding New Paradigms
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
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