TEACHERS PERSPECTIVE ON HOW TEACHER GENDER CAN IMPACT INCLSUIVE PRACTICE
Cardiff Metropolitan University
MetadataShow full item record
Previous research has focused on including children whom have disabilities. This has resulted in a lack of research around inclusion for mass participation and similarly a limited awareness of factors which impact upon delivery of inclusive practice. Therefore this particular study had the aim of developing an understanding around teacher’s gender being enacted through inclusive practice. Thus being an important concept to understand due to inclusion becoming a key aspect which teachers strive to achieve. The research project hoped to bring to light themes which are related to achieving inclusive practice. The study used a qualitative research method to obtain data. With four teachers (two male, two female) participating in a semi-structured interview to gain teachers thoughts around inclusion. Along with observations by the researcher of teaching practice and questionnaires which illustrated pupils opinions of their teachers inclusive practice. Focus being placed on examining whether a difference occurred throughout the genders. During this study, various themes were developed, such as experience, personality and knowledge around the curriculum, which seemed to have an effect on the delivery of inclusive practice. Evidently it was found that gender has an effect upon these themes, with it being an underlying aspect which can cause an effect on teaching practice. From this future research could focus more on how personality of the teacher is affected by gender, which consequently effects pupil’s interaction and inclusion during PE lessons.
Showing items related by title, author, subject and abstract.
A critical evaluation of the knowledge and attitude future PE teachers have towards the inclusion of a physically disabled person in sport. Jones, Sian (University of Wales Institute Cardiff, 2012)The purpose of this study was to assess the knowledge and attitude of future physical education teachers towards the inclusion of a physically disabled person in sport. Four research questions were generated to facilitate ...
UNDERSTANDING TEACHERS’ PERCEPTIONS OF MIXED GENDER SECONDARY SCHOOL PHYSICAL EDUCATION THROUGH THE THEORETICAL LENS OF THE SOCIAL LEARNING THEORY Enticott, Kate (Cardiff Metropolitan University, 2015)The question ‘should physical education be single or mixed gender?’ has recently been issue of pedagogical debate within Physical Education (PE). Although there has been a great depth to research into student’s perceptions ...
The Importance (?) of Inclusion Knowledge and Strategies within Welsh Independent School Physical Education. Lunn, Daniella (Cardiff Metropolitan University, 2015)This study highlights the performativity culture in the delivery of Physical Education (PE) within Independent Schools, and the manner in which this influences how inclusively teachers from Independent School practice. ...