Taliaferro Andrea R, Hammond Lindsay, Wyant Kristi
College of Physical Activity and Sport Sciences, Dept. of Coaching and Teaching Studies, West Virginia University, Morgantown, WV.
Adapt Phys Activ Q. 2015 Jan;32(1):49-67. doi: 10.1123/apaq.2013-0112.
The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators' self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.
本研究的目的是调查完成一门适应性体育（APE）课程以及相关的校内实习对职前体育教师针对特定残疾个体（自闭症、智力残疾、身体残疾和视力障碍）融合教育的自我效能信念的影响。美国中西部一所大型大学体育教师教育专业的职前学生（N = 98）参加了两门为期15周的独立APE课程中的一门，并伴有为期9周的实习经历，在每门课程开始、中期和结束时接受了调查。4项独立的双因素固定效应裂区方差分析结果显示，在所有残疾类别中，从第1周到第8周以及从第1周到第15周，自我效能信念都有显著改善。仅在时间1时发现课程之间在自闭症方面存在显著差异。
