AN INVESTIGATION IN TEACHING STYLES WHERE INCLUSIVE PRACTICE IS ADOPTED WITHIN MAINSTREAM P.E. (DANCE) IN KEY STAGE 3 EDUCATION.

Abstract

This research investigates teaching styles where inclusive practice is adopted within mainstream P.E. (dance) in Key Stage 3 education. Through an analysis of teaching strategies within inclusion there has been some research conducted to draw out some significant teaching strategies of teachers however, further research is needed within this area. This study reveals specific strategies over a six week period of time by one teacher. The importance of the focus being on one teacher provides an in-depth direct comparison of styles and approaches which were developed and used within the three viewing weeks of observation of these inclusive sessions. The observations provided information of strategies based on the Mosston and Ashworth (1986) teaching spectrum, using this as a guide within each session a development of teaching styles/strategies became clearly evident. An interview was conducted with the teacher and provided an insight into this teacher’s views of inclusion as well as a rationale for the responsive use of different teaching strategies adopted in this inclusive environment. The strategies which were discovered via the observation and interview are then compared and discussed to reveal what strategies are the most practised. The final result demonstrates that the predominate styles used were Styles C (Reciprocal), D (Self-Check), E (Inclusion) and F (Guided Discovery).The strategies will hopefully aid further teaching practice and provide an awareness to create a stronger inclusive enviroment within Key Stage three Education. This research can then be used as a module and base which can be used and adopted for further research. This research is specifically focused on the progression and use of strategies by one teacher however; further research could develop this study by comparing different teachers and their approaches to see if there are any further common threads and comparisons.