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Changing Physical Education Teacher Education Curriculum to Promote Inclusion Public Deposited

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https://ir.library.oregonstate.edu/concern/articles/w3763756g

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  • Many physical education teachers are not well trained to address the needs of students with disabilities in an inclusive physical education class despite inclusion being a general educational policy (Rust & Sinelnikov, 2010). This lack of training could be improved through well-designed physical education teacher education (PETE) curriculum. This article proposes a curriculum framework based on the Transtheoretical Model (TTM) to effectively train pre-service physical educators toward the inclusive physical education. Three curriculum stages (lecture-focused, lectures with teaching practicum, and internship-focused) and the stage-matched strategies adapted from the TTM are discussed as promising ideas to systematically restructure the PETE curriculum and effectively train pre-service teachers to promote inclusion.
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  • Jin, J., Yun, J., & Wegis, H. (2013). Changing physical education teacher education curriculum to promote inclusion. Quest, 65(3), 372-383. doi:10.1080/00336297.2013.791869
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  • 65
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  • 3
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  • description.provenance : Made available in DSpace on 2013-09-19T13:52:29Z (GMT). No. of bitstreams: 1 WegisHeidiPublicHealthHumanSciencesChangingPhysicalEducation.pdf: 160794 bytes, checksum: f8611657244f2d9698a6c6b0c5f5381a (MD5) Previous issue date: 2013-07-01
  • description.provenance : Approved for entry into archive by Deborah Campbell(deborah.campbell@oregonstate.edu) on 2013-09-19T13:52:29Z (GMT) No. of bitstreams: 1 WegisHeidiPublicHealthHumanSciencesChangingPhysicalEducation.pdf: 160794 bytes, checksum: f8611657244f2d9698a6c6b0c5f5381a (MD5)
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