The readiness of newly qualified teachers to teach secondary physical
Cardiff Metropolitan University
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The aim of this study was to examine the readiness of secondary school Newly Qualified Teachers (NQTs) graduating from an Initial Teacher Education and Training (ITET) programme to teach physical education to Special Educational Need (SEN) pupils. The study also aimed to explore the potential barriers teachers face when implementing an inclusive education. The study was conducted with five participants; each participant was interviewed in order for the researcher to explore their opinions and experiences. The semi-structured interviews focused on four key themes; ITET, attitudes, barriers to inclusion and Continued Professional Development (CPD). The study identified that the content of ITET courses was not sufficient in preparing trainee teachers to deliver physical education to SEN pupils this was evidenced by NQTs stating that they were unequipped in this area. The teachers interviewed considered the barriers to including children with SEN in mainstream PE classes as lack of SEN knowledge, limited facilities and provision of suitable resources. Teachers identified ways in which they could overcome these barriers and become equipped to teach physical education to SEN pupils. They suggested greater practical content in ITET and an increase in CPD opportunities. In order to increase knowledge and understanding in this area further research could explore teacher motivation with regards to SEN pupils and physical education. The current study identifies teacher motivation as a potential barrier to inclusion but is limited in its evidence requiring further research to be considered regarding this factor. The current study used a specific but small sample size it would be beneficial for future research to invest in a larger sample size in order to gather a wider range of data which could be analysed and interpreted.
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