AIESEP International Conference. Blazing New Trails: Future Directions for Sport Pedagogy and Physical Activity

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Sebastian Ruin - Speaker

PE moves on - attitudes remain? An empirical study of German PE-students

Introduction: In addition to other factors of professional competence, attitudes count as influential vari-ables in the design of teaching (Blömeke et al., 2015). However, especially in the case of striking changes, these are irritated. The currently widespread introduction of inclusion in Germany could be seen as such an irritation, which is accompanied by changing and challenging framework conditions for the players in the school system. Here the spotlight falls particularly on the attitudes of teachers, as they significantly contribute to the success of inclusive practices (Booth & Ainscow, 2011). In this respect, teacher training in Germany must also address attitudes to inclusive physical education and possibly initiate changes. Methods: A specialist and requirement-specific test instrument was constructed, piloted and vali-dated, which recorded the attitudes to inclusive physical education on a latent level multi-dimensionally. A total of 481 students from three different study courses (PE, sport sci-ence, education with a subject other than PE), as well as two semester cohorts were sur-veyed. Results: Between the three groups of students, differences show up in various content dimensions. Comparing the semester cohorts, differences are additionally visible in individual content dimensions. In terms of other dimensions, however, there seems to be consistency. Conclusions: Apparently, changes in attitudes to inclusive physical education in the context of teacher training are possible. Nevertheless, these only take place in certain content dimensions. This provides, inter alia, cause for critical discussion of physical education teacher training. References: Blömeke, S., Hoth, J., Döhrmann, M., Busse, A., Kaiser, G. & König, J. (2015). Teacher Change During In-duction: Development of Beginning Primary Teachers' Knowledge, Beliefs and Performance. International Journal of Science and Mathematics Education, 13 (2), 287-308. Booth, T. & Ainscow, M. (2011). The Index for inclusion. Developing learning and participation in schools. Bristol: CSIE.
AIESEP International Conference. Blazing New Trails: Future Directions for Sport Pedagogy and Physical Activity

ID: 1750888

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