Jane MwangiLucy Joy WachiraDarko, Regina Akuffo2022-03-302022-03-302021http://ir-library.ku.ac.ke/handle/123456789/23428A Thesis Submitted In Fulfilment of Requirements for the Award of the Degree of Doctor of Philosophy (Physical Education) in the Department of Physical Education, Exercise and Sports Science, School of Public Health and Applied Human Science, Kenyatta University, August, 2021Teacher preparation programmes are where prospective teachers gain a foundation of knowledge about subject matter, pedagogy and early exposure to practical experiences in all class settings. Inclusive pedagogy requires on-going development and evaluation at the pre-service stage. However, the university programme that prepares physical education (PE) teachers to teach in an inclusive practical setting is viewed as an important contributor to the quality of instruction received by students with disabilities (SWDs) in inclusive lessons. This study evaluated the adequacy of the university student-teachers preparation programmes (pedagogical skill knowledge, training methods, experiences, intentions and concerns) towards achieving the inclusion of SWDs in practical PE lessons in Ghana. The sequential mixed-method design was employed utilizing questionnaires and focus group discussion protocols in data collection. In total, one hundred and seventy-two 2018/2019 level 300 male and female student-teachers and 15 practical course lecturers of Health, Physical Education, and Recreation (HPER-UCC)-University of Cape Coast and University of Education, Winneba (HPERS-UEW) in Ghana were selected using census and purposive sampling techniques respectively. Quantitative data analysis was done using descriptive statistics of means, standard deviation and percentages. Inferential statistics of Independent sample t-test was used to test between-group differences of pedagogy and intention towards inclusion among the student-teachers. The significance level was set at p < 0.05. The qualitative data were transcribed into themes for analysis. Quantitative findings indicated that student-teachers from both universities had intentions to include SWDs in their practical PE classes, however, they entertained fear due to lack of practical experience in an inclusive setting. Significant difference was found to exist between the pedagogical knowledge of the student-teachers in the two universities (t (-6.010 at df (30), p < 0.05). Qualitative findings from both student-teachers and practical course lecturers of UCC established a concern for the introduction of an Adapted Physical Education (APE) course as part of the preparation programme. Student-teachers also advocated for the inclusion of hands-on experiences as part of the OCTP course. In conclusion, opinions were polarised for pedagogical skills in the PE preparation programme in the universities while hands-on experience was perceived to be inadequate. Concerns such as pedagogy, practical exposure and addition of disability related courses needs to be addressed. This is necessary to help improve the programme in the universities for quality development of the 21st century PE teachers for inclusive practical PE teaching. The study recommended that UCC should introduce the course APE as part of their preparation programme. Secondly, it was recommended that UEW should re-examine the course content of the student-teachers’ preparation programme for Adapted PE and incorporate the practicum aspect into it. The Quality assurance divisions in the universities should ensure that subject specific content of the departmental programmes reflects the demands of policy for inclusion.enAdequacyUniversityStudent-TeacherPreparation ProgrammeAchieving InclusionLearners with DisabilitiesPractical Physical EducationLessonsGhanaThesis