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      • Physical Education Majors` Self-Efficacy Change Toward Inclusion: Contributions of Coursework and Student Teaching

        ( Joo Yeon Jin ),( Manny Felix ),( Garth Tymeson ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

        Purpose: Many physical education teacher education (PETE) programs offer an introductory adapted physical education (APE) course with a clinical, and student teaching opportunities in a sequence to help PETE majors to build teaching competencies, such as self-efficacy, toward inclusion (Jin, Yun, & Wegis, 2013). However, there is a lack of evidence showing how the APE course and student teaching influence PETE majors` self-efficacy toward inclusion. The purpose of this study was to investigate whether PETE major`s self-efficacy toward inclusion is improved after the APE course and student teaching. Method: A total of 197 PETE majors enrolled in an introductory APE course accompanying with a teaching clinical from Fall 2010 to Fall 2014 (9 semesters) participated in this study. The participants` self-efficacy was assessed using the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (Block et al., 2013) at the beginning and end of the APE course. Self-efficacy of the 42 participants (out of 197) was additionally assessed at the end of student teaching. Result: Paired sample t-tests revealed that PETE majors` self-efficacy regarding four factors (i.e., peer instruction, staying on task, safety, and specific adaptation) and three instructional situations (i.e., conducting fitness testing, teaching sport skills, and actually playing sport) across intellectual disability (ID), physical disability (PD), and visual impairment (VI) was significantly improved through the APE course (P<.001). Between post-APE course and post-student teaching, however, PETE majors` self-efficacy regarding four factors and three instructional situations across ID, PD, and VI were not significantly improved, except for self-efficacy regarding ID staying on task, ID fitness testing, ID teaching sport skills, and ID play sport (P<.01). In addition, regressions found that self-efficacy regarding ID staying task, ID teaching skills, and ID play sport of PETE majors with APE minor were significantly more improved than non-APE minors (P<.01). Conclusion: Findings suggest that a well-designed APE course can improve PETE majors` self-efficacy toward inclusion, but may not adequately prepare PETE majors to effectively accommodate students with disabilities in real-world inclusive physical education settings.

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