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

Authors

  • Seo Hee Lee University of Wisconsin-Superior
  • Amanda Zbacnik University of Wisconsin-Superior
  • Samuel R. Hodge The Ohio State University

Abstract

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.

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Published

2024-11-25

Issue

Vol. 38 No. 4 (2024)

Section

Feature Articles

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