Cultivating Preservice Physical Education Teachers as Inclusive Practitioners Through Situated Learning Approach

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Socializing Candidates Into the Field: Fostering Equity Commitments Through Teacher Identity Development

Abstract

A qualitative case study explored preservice physical education teachers’ learning experiences in a course designed with situated learning and their perceptions on disability, teaching students with disability, and inclusive education. Eighteen preservice physical educators who took the course in 2016-2017 participated in this study. Data included participants’ demographics, semi-structured interviews, reflections, photos, and a researcher’s journal. This paper argues with the notion that learning can occur through one’s engagement of practice within social and cultural contexts (e.g., adapted or inclusive physical education, students with disabilities, teachers, and parents).

Authors

• Jihoun An, East Carolina University

• Minjeong Kim, University of Massachusetts - Lowell