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dc.contributor.authorDarko, Regina Akuffo
dc.contributor.authorMwangi, Jane
dc.contributor.authorWachira, Lucy Joy
dc.date.accessioned2022-04-06T06:43:39Z
dc.date.available2022-04-06T06:43:39Z
dc.date.issued2022
dc.identifier.citationDarko, R.A., Mwangi, J & Wachira, L.J (2022). Pedagogical knowledge of university student-teachers on inclusion of students with disabilities in practical physical education lessons in Ghana. International Journal of Whole Schooling, 18(1), 51-73.en_US
dc.identifier.issn1710-2146
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23507
dc.descriptionarticle in International Journal of Whole Schooling, 18(1), 51-73.en_US
dc.description.abstractResearch has identified pedagogical skills as the main skills that student-teachers need for selfefficacy and on-going development in teaching. Pedagogical skills help teachers to reflect on their ability to attain the desired professional standards for teaching. Any failure of teacher preparation programme to equip student-teachers with pedagogical knowledge effectively questions the validity of the programme. This study evaluated the pedagogical knowledge (instructional and adaptation skill knowledge) of 152 university PE student-teachers for inclusion of students with disabilities in practical physical education (PE) lessons in Ghana. The results indicated that the majority of the student-teachers expressed that they have acquired the prerequisite pedagogical knowledge of instructional and adaptation skills to include SWDs in their practical lessons yet 56(36.8%) were not able to state any adaptation skill learnt. However, a significant difference was found to exist between student-teachers’ pedagogical knowledge from the two universities t(6.010) at df (30) p<0.05. The study revealed that the teacher preparatory programme in the universities does not expose student-teachers to teaching and instructional strategies applicable to inclusive practical settings. In conclusion, a pedagogical knowledge aspect of instructional skills was adequate but that of adaptation skills was inadequate. It is recommended that practical course lecturers in the two departments should equip student-teachers with a well-rounded arsenal of effective teaching and instructional skills applicable in inclusive practical settings. Further studies should compare student-teachers’ perceived pedagogical knowledge and actual pedagogical knowledge for inclusive practical PE teaching.en_US
dc.language.isoenen_US
dc.publisherEBCSOen_US
dc.subjectPedagogical knowledgeen_US
dc.subjectadaptationen_US
dc.subjectinstructional skillsen_US
dc.subjectphysical educationen_US
dc.subjectinclusionen_US
dc.subjectstudents with disabilitiesen_US
dc.titleStudent teachers’ pedagogical knowledge on the inclusion of students with disabilities in practical physical education lessons in Ghanaen_US
dc.typeArticleen_US


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