Pre-Service Teachers' Readiness in Implementing Adapted Physical Education in a Mainstream Classroom
Saved in:
| Title: | Pre-Service Teachers' Readiness in Implementing Adapted Physical Education in a Mainstream Classroom |
|---|---|
| Language: | English |
| Authors: | Ronel S. Peromingan (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2026 20(1):149-159. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Readiness, Adapted Physical Education, Students with Disabilities, Regular and Special Education Relationship, Mainstreaming, Teacher Competencies, Teacher Education Programs, Foreign Countries, Inclusion |
| Geographic Terms: | Philippines |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | This study investigates pre-service teachers' readiness to implement adapted physical education (APE) in mainstream classrooms, focusing on essential competencies such as knowledge, adaptability, empathy, communication, safety awareness, assessment, and resilience. Utilizing a quantitative research design, specifically a correlational approach, the study engaged 112 respondents selected through simple random sampling from a leading state university in Southern Philippines. Data were collected using a researcher-made survey questionnaire that underwent pilot testing and reliability assessment. The analysis employed mean and Spearman's rho correlation coefficient to explore the relationships among the different dimensions of readiness. The findings reveal that pre-service teachers are moderately ready to implement APE, with significant interrelationships identified among all competency areas. These results indicate a need for comprehensive teacher training programs that emphasize the interconnected nature of these competencies, suggesting that improvement in one area could enhance readiness across others. The study concludes that a holistic approach in teacher preparation is essential for developing competent educators capable of promoting equitable participation in physical education (PE) for all students, ultimately enhancing the quality of APE in mainstream settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495276 |
| Database: | ERIC |
| Abstract: | This study investigates pre-service teachers' readiness to implement adapted physical education (APE) in mainstream classrooms, focusing on essential competencies such as knowledge, adaptability, empathy, communication, safety awareness, assessment, and resilience. Utilizing a quantitative research design, specifically a correlational approach, the study engaged 112 respondents selected through simple random sampling from a leading state university in Southern Philippines. Data were collected using a researcher-made survey questionnaire that underwent pilot testing and reliability assessment. The analysis employed mean and Spearman's rho correlation coefficient to explore the relationships among the different dimensions of readiness. The findings reveal that pre-service teachers are moderately ready to implement APE, with significant interrelationships identified among all competency areas. These results indicate a need for comprehensive teacher training programs that emphasize the interconnected nature of these competencies, suggesting that improvement in one area could enhance readiness across others. The study concludes that a holistic approach in teacher preparation is essential for developing competent educators capable of promoting equitable participation in physical education (PE) for all students, ultimately enhancing the quality of APE in mainstream settings. |
|---|---|
| ISSN: | 2089-9823 2302-9277 |
