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dc.contributor.authorGriffiths, Lucy
dc.date.accessioned2015-07-02T12:46:31Z
dc.date.available2015-07-02T12:46:31Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/10369/6988
dc.description.abstractPrevious 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.en_US
dc.formatThesisen
dc.languageEnglishen
dc.publisherCardiff Metropolitan Universityen_US
dc.titleTEACHERS PERSPECTIVE ON HOW TEACHER GENDER CAN IMPACT INCLSUIVE PRACTICEen_US
dc.typeThesisen_US


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