In-Service Teachers' and Educational Assistants' Professional Development Experiences for Inclusive Physical Education

Autor/inn/en	Morrison, Hayley; Gleddie, Doug
Titel	In-Service Teachers' and Educational Assistants' Professional Development Experiences for Inclusive Physical Education
Quelle	In: Journal of Teaching in Physical Education, 38 (2019) 4, S.328-337 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Communities of Practice; Physical Education; Teaching Methods; Physical Education Teachers; Faculty Development; Teacher Aides; Inclusion; Case Studies; Teacher Attitudes; Teacher Collaboration; Teamwork; Educational Practices; Hermeneutics + Suchen Sie Ihr Suchwort? Community; Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Handreichung; Lehrerhilfe; Inklusion; Case study; Fallstudie; Case Study; Lehrerverhalten; Lehrerkooperation; Bildungspraxis; Hermeneutik
Abstract	Purpose: The objective of this study was to understand and learn about in-service teachers' and educational assistants' professional development (PD) experiences for inclusive physical education (IPE), individually and collaboratively. Method: Using a multiple case study design and hermeneutic inquiry, the experiences of three teachers and three educational assistants were investigated. Data sources included semistructured interviews, focus groups, observations, and researcher reflective journals. Results: The practitioners' experiences with PD for IPE revealed the following major themes: (a) it is just not there: IPE-PD is rare, (b) taking initiative: maximizing consultants as IPE-PD, and (c) together we are better: desire for collaborative IPE-PD. Discussion/Conclusions: PD for IPE needs to be developed and implemented for teachers and educational assistants working as an instructional team together. Engaging these practitioners in collaborative IPE-PD can support their learning and the teaching of IPE and acts as a starting point to form communities of practice in IPE. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01