A strategy to improve pre-service teachers' self-efficacy towards inclusive physical education for students with intellectual disability and autism

被引：16

作者：

Koh, YoungHwan ^{[1
]}

机构：

[1] Korea Natl Sport Univ, Dept Adapted Phys Educ, Seoul, South Korea

来源：

INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION | 2018年 / 22卷 / 08期

关键词：

Intellectual disability; autism; inclusion; self-efficacy theory; adapted physical education; campus-based practicum; BELIEFS;

D O I：

10.1080/13603116.2017.1412511

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study sought to investigate the effect of adapted physical education (APE) courses and practica on pre-service teachers' self-efficacy (SE) towards inclusive physical education (PE) for students with intellectual disability (ID) and autism. Three hundred and fifty-six students (male=254, female=102) enrolled in adapted physical education teacher education (APETE) programmes in Korea participated in a specially developed survey which was analysed using multilevel modeling. The results of a multilevel modeling analysis revealed that APE courses and practica do indeed have a significant effect on the pre-service teachers' SE towards teaching students with ID and autism in general PEclasses. Study participants reported that taking more than 15 APE credits significantly improved their level of SE.

引用

页码：839 / 855

页数：17

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