Physical Education Teacher Candidates' Self-Efficacy in Teaching Students with Disabilities

The purpose of the study was to examine physical education teacher candidates' self-efficacy in teaching students with disabilities. Grounded in self-efficacy theory, the research design was a descriptive-qualitative case study. The participants were six White American physical education teacher candidates. The data sources were semi-structured interviews, student reflective journals, and a review of the PETE program curriculum. The data were analyzed using constant comparative data analysis and exposed the following four themes: (a) self-beliefs, (b) observing and experiencing, (c) feedback useful, and (d) self-construal. The results showed that the quality of adapted physical education (APE) coursework, feedback from APE faculty, and the amount of time dedicated to teaching students with disabilities significantly influenced the teacher candidates' self-efficacy. In contrast, limited practicum hours, limited experiences teaching students with disabilities, and the COVID-19 pandemic had negative effects on teacher candidates' self-efficacy. We discuss the implications of these findings. Keywords: Self-confidence, adapted physical education, physical education, students with disabilities, PETE Program
Introduction Physical Education Teacher Education PETE programs seek to ensure that their students acquire knowledge and teaching competencies to effectively teach students with disabilities who are included in their classes [...]