Fostering Positive Relationships among Adapted and General Physical Educators in Support of Students with Disabilities

Autor/inn/en	Wilson, Wesley J.; Richards, Kevin Andrew; Malinowski, Paul; Kern, Ben D.
Titel	Fostering Positive Relationships among Adapted and General Physical Educators in Support of Students with Disabilities
Quelle	In: Journal of Physical Education, Recreation & Dance, 94 (2023) 6, S.21-28 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Wesley J.) ORCID (Richards, Kevin Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2023.2221716
Schlagwörter	Adapted Physical Education; Socialization; Students with Disabilities; Physical Education Teachers; Personal Narratives; Teacher Attitudes; Kinesiology; Work Environment; Teacher Education Programs; Preservice Teachers; Teacher Educators; Educational Improvement; Interprofessional Relationship + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Erlebniserzählung; Lehrerverhalten; Arbeitsmilieu; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching improvement; Unterrichtsentwicklung
Abstract	During an educational climate that is marked by teacher attrition and shortages, relationship-building among teachers is more critical than ever. The workplace relationships between adapted and general physical education teachers has been problematized and may negatively affect the education of their students with disabilities. Grounded in role socialization theory, we present three non-fiction narratives of adapted physical education teachers to highlight the growing workplace concerns emerging through research and their implications for kinesiology and physical education departments as they train preservice teachers. After each narrative we provide reflective prompts for faculty to engage their preservice teachers. Finally, we conclude with a series of practical strategies faculty may consider to improve the relationship-building skillset among their preservice adapted and general physical education teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01