Qualification of Pre-Service Physical Education Teachers for Inclusive Physical Education

A Teaching Sequence in Higher Education

Abstract

Qualifying physical education (PE) teachers for inclusive physical education poses a central challenge for the teaching and researching in physical education teacher education (PETE). Although a professional discourse on inclusion-oriented PETE has developed in recent years, and in this context the importance of situation-specific skills is emphasized, the development of concepts aimed at promoting situation-specific skills for inclusive PE is currently still in its initial stage. As PE differs from other school subjects, due to specific subject areas and contents, the focus on movement as well as related motor and social processes, there are subject-specific requirements for the situation-specific skills of PE teachers, which must be considered when developing teaching formats. This paper presents a teaching sequence in the master’s program of university PETE that was developed and evaluated in the BMBF-funded project “Qualification of Pre-Service Physical Education Teachers for Inclusive Physical Education” and aims to systematically promote situation-specific skills for inclusive PE. This teaching sequence consists of a thematic seminar, which is continued in the following practical semester with accompanying seminar. It focuses on the processing of typical situations of an inclusive PE in the form of video-based case and portfolio work in order to promote situation-specific skills and to convey relevant dispositions. In this paper, the underlying theoretical constructs of the demand dimensions of inclusive PE and the modelling of situation-specific skills are first explained before modelling the situation-specific skills. This is followed by didactic-methodical explanations of the teaching sequence and the evaluation.