Literaturnachweis - Detailanzeige
| Autor/inn/en | Ruin, Sebastian; Meier, S. |
|---|---|
| Titel | Body and performance in (inclusive) PE settings. An examination of teacher attitudes. Gefälligkeitsübersetzung: Körper und Leistung in (inklusiven) Schulsport-Settings. Eine Untersuchung der Einstellung von Lehrern. |
| Quelle | In: International journal of physical education, 54 (2017) 3, S. 11-23 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0341-8685 |
| Schlagwörter | Kompetenz; Einstellung (Psy); Lehrer; Leistungsbeurteilung; Inklusion; Schulsport; Sportpädagogik; Sportunterricht; Körperlichkeit; Heterogenität; Leistung; Standardisierung; Deutschland |
| Abstract | The mandatory requirement for an inclusive school system provides a tremendous challenge in particular for the German education system, which is traditionally focused on homogeneity. Although the attitudes of PE teachers in this context are considered particularly relevant, in this country, however, little is known about them. Therefore, the research project takes a look at the attitudes towards the fundamental categories of body and performance, based on 48 interviews. Overall, a varied picture emerges. The attitudes towards both categories tend to be linked, whereby functionally-normalised perspectives contrast with more open views. Several conclusions can be drawn from the results. On the one hand, the attitudes of PE teachers should be taken up constructively, e.g. within the context of teacher training, to use this as a contribution to the success of inclusive physical education. On the other hand, it should be examined which attitudes are present - for historical or cultural reasons - in the international arena. For this, workable survey tools for larger (comparative) studies need to be developed. International comparison studies seem helpful when searching for favourable or unfavourable attitudes towards (inclusive) PE. (Autor). |
| Erfasst von | Bundesinstitut für Sportwissenschaft, Bonn |
| Update | 2018/2 |
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