2005-2015年体育教学全纳教学法文献综述

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Stephanie McNeil, K. Lante, S. Pill
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引用次数: 6

摘要

几十年来,全纳教育(IE)一直是澳大利亚教育体系的一个重要方面(Armstrong, Armstrong & Barton, 2009)。残疾学生(SWD)有权获得IE(1992年《残疾与歧视法案》[DDA]),他们的发展需要教师的支持、促进和技能,以便在课程的各个领域提供有意义的参与。然而,在澳大利亚,关于职前体育教师如何看待自己向社署提供全纳教学法的能力的信息有限。本文使用源自Wallhead和O 'Sullivan(2005)的主题方法来检查22篇同行评议的期刊文章。目的是确定有助于了解职前体育教师的态度及其自我效能感的主题,以便为社署设计和实施全纳教学法。从文献中出现了四个主题及其含义,包括;(a)职前体育教师态度测评;(b)职前体育教师自我效能感测评;(c)职前体育教师实习经历的影响;(d)调查体育教师教育(PETE)项目的实践机会。这篇综述强调了全纳教学法在职前水平的实践并不一致,从而影响了职前体育教师在与社署合作时的想法。随后,不一致的实践要求PETE项目审查如何将全纳教学法纳入学生的学习成果中,以便职前体育教师发展包容性的知识和实践,以及是否为他们教授社会福利做好充分准备。研究(Hodge & Elliot, 2013;manope, Mannathoko & Kuyini, 2013;Pedersen, Cooley & Hernandez(2014)指出,为了提高职前教师的自我效能感,为体育领域的社工发展提供有意义的机会,包容性教学法需要在职前水平上不断发展。从这篇综述中,作者发现有必要探索澳大利亚职前体育教师及其自我效能感,以设计和制定包容性教学法。随后,进一步的研究需要在全州范围内探索体育教学的包容性,以及如何将其融入整个PETE项目。75个学习社区|特刊:2017年第30届AChPER国际会议|第21期- 2017年11月
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A review of the literature on inclusive pedagogy in physical education 2005-2015
Inclusive Education (IE) has been an important aspect of the Australian education system for several decades (Armstrong, Armstrong & Barton, 2009). Students with disabilities (SWD) have a right to IE (Disability and Discrimination Act [DDA], 1992) and their development requires support, facilitation and the skill set from teachers to provide meaningful participation across all areas of the curriculum. However, there is limited information in Australia on how pre-service Physical Education (PE) teachers feel about their own ability to deliver inclusive pedagogy to SWD. This paper uses a thematic approach derived from Wallhead and O’Sullivan (2005) to examine 22 peer-reviewed journal articles. The aim was to determine themes which can contribute to understanding the attitudes of pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy for SWD. Four themes and their implications emerged from the literature, these included; (a) measurements to examine attitudes of pre-service PE teachers, (b) exploring pre-service PE teacher’s self-efficacy; (c) the effects of pre-service PE teachers’ practicum experiences; and (d) investigating the hands-on opportunities in Physical Education Teacher Education (PETE) programs. This review highlights inclusive pedagogy is inconsistently practiced at a pre-service level thereby affecting how pre-service PE teachers think when working with SWD. Subsequently, inconsistent practice requires PETE programs to review how inclusive pedagogy is incorporated into student learning outcomes for pre-service PE teachers to develop knowledge and practice for inclusion and, if it adequately prepares them to teach SWD. Research (Hodge & Elliot, 2013; Mangope, Mannathoko & Kuyini, 2013; Pedersen, Cooley & Hernandez, 2014) indicates inclusive pedagogy requires ongoing development at a pre-service level in order to increase the self-efficacy of pre-service teachers to provide meaningful opportunities for SWD in PE. From this review, the authors have identified there is a need to explore Australian pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy. Subsequently, further study needs to explore inclusive pedagogy in PE on a state-wide basis and how it can become embedded throughout an entire PETE program. 75 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017
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