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

Autors/ores

  • Regina Akuffo Darko Department of Health, Physical Education, Recreation and Sports, University of Education, Winneba, Ghana
  • Jane Mwangi Department of Physical Education, Exercise and Sports Science, Kenyatta University, Kenya
  • Lucy Joy Wachira Department of Physical Education, Exercise and Sports Science, Kenyatta University, Kenya

DOI:

https://doi.org/10.46827/ejes.v12i11.6299

Paraules clau:

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

Resum

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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Biografies de l'autor/a

  • Regina Akuffo Darko, Department of Health, Physical Education, Recreation and Sports, University of Education, Winneba, Ghana

    Regina Akuffo Darko, a Ghanaian scholar, holds a Doctor of Philosophy degree from Kenyatta University, Kenya. She currently lectures in the Department of Health, Physical Education, Recreation and Sports at the University of Education, Winneba, Ghana.

  • Jane Mwangi, Department of Physical Education, Exercise and Sports Science, Kenyatta University, Kenya

    Dr. Jane Mwangi, a Kenyan scholar based in the Department of Physical Education, Exercise and Sports Science at Kenyatta University, served as the principal supervisor for the doctoral research that informed this manuscript.

  • Lucy Joy Wachira, Department of Physical Education, Exercise and Sports Science, Kenyatta University, Kenya

    Dr. Lucy Joy Wachira, also a lecturer in the Department of Physical Education, Exercise and Sports Science at Kenyatta University, contributed to the supervision of the doctoral work as co-supervisor.

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Descàrregues

Publicat

2025-09-29

Número

Vol. 12 Núm. 11 (2025)

Secció

Articles

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