ABSTRACT

Background

It is well-established that traditional approaches to initial teacher education do not adequately prepare physical education (PE) teachers for teaching pupils with disabilities. Consequently, pupils with disabilities participate less frequently and in fewer PE activities than their age peers. School-based placements, which form a cornerstone of the professional socialisation phase of teacher education, can help to prepare prospective and pre-service teachers for the demands of working in educational settings. We should not assume, though, that placing prospective or pre-service PE teachers in a school impacts positively on learning about inclusive pedagogies and, consequently, the educational experiences of pupils with disabilities.

Purpose

We used a special school placement and created opportunities for students to critically reflect on situated learning experiences to challenge normative perceptions of pedagogy and facilitate their learning about more inclusive approaches to teaching and learning. Specifically, we explore the influence of a special school placement on prospective PE teachers’ learning about inclusive pedagogies.

Methodology

Twenty-six first year undergraduate students, all of whom aspired to become PE teachers, participated in focus group interviews and were selected because they had attended a placement in a special school. Interviews were transcribed verbatim and analysed thematically.

Findings

The findings were underpinned by situated learning theory and suggested, for the first time in research terms, that through a special school placement prospective PE teachers learned about: adapting activities; breaking activities into smaller, more manageable parts; demonstrating activities; pacing the delivery of activities; when to repeat activities; non-verbal communication; and managing disruptive behaviours. We conclude by arguing that this pedagogical learning will contribute to preparing our participants for teacher education programmes and a career teaching PE, given that it aligns with the criteria used to judge the performance of pre- and in-service teachers in England (see Department for Education (DfE). 2011. Teachers’ Standards. London: DfE. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665520/Teachers__Standards.pdf). Thus, we advocate for such placements to become a more frequent feature of the learning experiences of prospective and pre-service teachers. However, we do question and therefore call for future research that explores the longer-term influence and transferability of what is learned during special school placements.

中文翻译：

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通过特殊的学校安置了解“包容性”教学法

摘要

背景

众所周知，传统的初等教师教育方法并不能为体育教师做好为残疾学生授课的充分准备。因此，与同龄人相比，残疾学生参加体育活动的频率更低，参与的体育活动也更少。校本实习是教师教育专业社会化阶段的基石，有助于为未来和职前教师做好准备，以满足在教育环境中工作的需求。但是，我们不应该假设将准体育教师或职前体育教师安置在学校会对学习包容性教学法产生积极影响，从而对残疾学生的教育体验产生积极影响。

目的

我们使用了特殊的学校安排，并为学生创造了批判性地反思情境学习经历的机会，以挑战对教学法的规范看法，并促进他们学习更具包容性的教学方法。具体来说，我们探讨了特殊学校安置对未来体育教师学习全纳教学法的影响。

方法

26 名本科一年级学生都渴望成为体育教师，他们参加了焦点小组访谈，并被选中，因为他们参加了特殊学校的实习。采访被逐字转录并进行主题分析。

发现

研究结果以情境学习理论为基础，并首次在研究方面表明，通过特殊的学校安置，未来的体育教师了解到：适应活动；将活动分解成更小、更易于管理的部分；示范活动；安排活动的交付；何时重复活动；非口头交流; 和管理破坏性行为。我们最后认为，这种教学学习将有助于我们的参与者为教师教育计划和职业教学 PE 做好准备，因为它符合用于判断英格兰在职教师和在职教师表现的标准（参见教育 (DfE). 2011.教师标准. 伦敦：DfE。https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665520/Teachers__Standards.pdf）。因此，我们主张让此类实习成为准教师和职前教师学习经历中更常见的特征。然而，我们确实提出质疑，因此呼吁未来的研究探索特殊学校安置期间所学知识的长期影响和可转移性。