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What Teachers Always Wanted to Say About Inclusive Physical Education but Were Afraid to Speak Out Loud... Microlinguistic Analysis as a Path to the Core of Interviews.

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Titel: What Teachers Always Wanted to Say About Inclusive Physical Education but Were Afraid to Speak Out Loud... Microlinguistic Analysis as a Path to the Core of Interviews.
Autoren: Leineweber, Helga
Quelle: Journal of Teaching in Physical Education; Oct2025, Vol. 44 Issue 4, p735-743, 9p
Schlagwörter: QUALITATIVE research, PHYSICAL education, CAPABILITIES approach (Social sciences), EDUCATION research, CONTEXTUAL analysis, EFFECTIVE teaching, GROUNDED theory
Abstract: Purpose: The aim of the qualitative study was to identify inclusion-related challenges and to specify the need for professional development of physical education (PE) teachers. To achieve this, the integrative basic procedure (IBP) is suggested as a suitable method. Methods: The methodological approach consisted of a combination of grounded theory methodology and IBP. The IBP is designed to reconstruct meaning beyond surface level of statements. The sample was comprised of 17 interviews with German primary and secondary PE teachers. Results: Reconstructions along the IBP revealed challenges in relation to teachers' professional beliefs and abilities. Five crystallization points suggesting the need for professional development were identified: PE lesson design, teacher's focus of attention, teaching ambition, performance concept, and attitudes. Conclusions: The methodological procedure places high demands on data and the expertise of researchers. Yet, it allows a deeper understanding of teaching requirements in inclusive PE and highlights areas for professional development. [ABSTRACT FROM AUTHOR]
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Beschreibung
Abstract:Purpose: The aim of the qualitative study was to identify inclusion-related challenges and to specify the need for professional development of physical education (PE) teachers. To achieve this, the integrative basic procedure (IBP) is suggested as a suitable method. Methods: The methodological approach consisted of a combination of grounded theory methodology and IBP. The IBP is designed to reconstruct meaning beyond surface level of statements. The sample was comprised of 17 interviews with German primary and secondary PE teachers. Results: Reconstructions along the IBP revealed challenges in relation to teachers' professional beliefs and abilities. Five crystallization points suggesting the need for professional development were identified: PE lesson design, teacher's focus of attention, teaching ambition, performance concept, and attitudes. Conclusions: The methodological procedure places high demands on data and the expertise of researchers. Yet, it allows a deeper understanding of teaching requirements in inclusive PE and highlights areas for professional development. [ABSTRACT FROM AUTHOR]
ISSN:02735024
DOI:10.1123/jtpe.2023-0326