Student Teachers' Pedagogical Knowledge on the Inclusion of Students with Disabilities in Practical Physical Education Lessons in Ghana

Autor/inn/en	Darko, Regina Akuffo; Mwangi, Jane; Wachira, Lucy Joy
Titel	Student Teachers' Pedagogical Knowledge on the Inclusion of Students with Disabilities in Practical Physical Education Lessons in Ghana
Quelle	In: International Journal of Whole Schooling, 18 (2022) 1, S.51-73 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; Preservice Teachers; Inclusion; Physical Education; Students with Disabilities; Knowledge Level; Teaching Skills; Adapted Physical Education; Physical Education Teachers; Teacher Education Programs; Program Effectiveness; Ghana + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Inklusion; Körpererziehung; Sportunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Physical education; Physical training; Teacher; Teachers; Sportlehrer
Abstract	Research has identified pedagogical skills as the main skills that student-teachers need for self-efficacy and on-going development in teaching. Pedagogical skills help teachers to reflect on their ability to attain the desired professional standards for teaching. Any failure of teacher preparation programme to equip student-teachers with pedagogical knowledge effectively questions the validity of the programme. This study evaluated the pedagogical knowledge (instructional and adaptation skill knowledge) of 152 university PE student-teachers for inclusion of students with disabilities in practical physical education (PE) lessons in Ghana. The results indicated that the majority of the student-teachers expressed that they have acquired the prerequisite pedagogical knowledge of instructional and adaptation skills to include SWDs in their practical lessons yet 56(36.8%) were not able to state any adaptation skill learnt. However, a significant difference was found to exist between student-teachers' pedagogical knowledge from the two universities t(- 6.010) at df (30) p<0.05. The study revealed that the teacher preparatory programme in the universities does not expose student-teachers to teaching and instructional strategies applicable to inclusive practical settings. In conclusion, a pedagogical knowledge aspect of instructional skills was adequate but that of adaptation skills was inadequate. It is recommended that practical course lecturers in the two departments should equip student-teachers with a well-rounded arsenal of effective teaching and instructional skills applicable in inclusive practical settings. Further studies should compare student-teachers' perceived pedagogical knowledge and actual pedagogical knowledge for inclusive practical PE teaching. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01