A Strategy to Improve Pre-Service Teachers' Self-Efficacy towards Inclusive Physical Education for Students with Intellectual Disability and Autism
Overview & Synopsis
This study sought to investigate the effect of adapted physical education (APE) courses and practica on pre-service teachers' self-efficacy (SE) towards inclusive physical education (PE) for students with intellectual disability (ID) and autism. Three hundred and fifty-six students (male = 254, female = 102) enrolled in adapted physical education teacher education (APETE) programmes in Korea participated in a specially developed survey which was analysed using multilevel modeling. The results of a multilevel modeling analysis revealed that APE courses and practica do indeed have a significant effect on the pre-service teachers' SE towards teaching students with ID and autism in general PE classes. Study participants reported that taking more than 15 APE credits significantly improved their level of SE.
eric.ed.gov)
Document Information
| Document Title | A Strategy to Improve Pre-Service Teachers' Self-Efficacy towards Inclusive Physical Education for Students with Intellectual Disability and Autism |
|---|---|
| Author / Organization | Koh, YoungHwan |
| Subject & Discipline | Preservice Teachers, Self Efficacy, Inclusion |
| Categories | Education & Pedagogy |
| Publication Year | 2018 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-174522 |
| Original Source Link | Visit Source Page on eric.ed.gov » |