UNPACKING STUDENT-TEACHERS CONCERNS FOR INCLUSIVE PRACTICAL PHYSICAL EDUCATION TEACHING IN GHANA: PERSPECTIVE FROM THE UNIVERSITY PREPARATION PROGRAMME

Regina Akuffo Darko, Jane Mwangi, Lucy Joy Wachira

Abstract


The imperative to prepare teachers for inclusive classrooms has gained prominence globally, driven by policy reforms and curricular shifts that emphasize equity in education. In Ghana, physical education (PE) teacher training programs face unique challenges in equipping student-teachers with the skills and confidence required to teach inclusively. This study explores the concerns of PE student-teachers regarding their preparation for inclusive practical lessons in two Ghanaian universities. Using an exploratory qualitative design, focus group discussions were conducted with 20 level 300 student-teachers, proportionally selected to reflect gender representation. Thematic analysis revealed four major areas of concern: the absence of Adapted Physical Education (APE) coursework, limited practical exposure to inclusive settings, insufficient pedagogical training for inclusive instruction, and a rigid curriculum that fails to accommodate students with disabilities (SWDs). These concerns align with Fuller’s Concern Theory, reflecting self-, task-, and impact-related anxieties. The findings highlight the need for curriculum reform, including the integration of APE, enhanced practical experiences, and inclusive pedagogical strategies. The study contributes to the global discourse on inclusive teacher education and offers actionable recommendations for improving PE teacher preparation in Ghana and similar contexts.

 

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concerns, physical education, inclusion, task concern, managerial concern, personal concern, etc.

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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6299

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