|Title||Changing Physical Education Teacher Education Curriculum to Promote Inclusion|
|Publication Type||Journal Article|
|Year of Publication||2013|
|Authors||Jin, J, Yun, J, Wegis, H|
|Pagination||372 - 383|
Many physical education teachers are not well trained to address the needs of students with disabilities in an inclusive physical education class despite inclusion being a general educational policy (Rust & Sinelnikov, 2010). This lack of training could be improved through well-designed physical education teacher education (PETE) curriculum. This article proposes a curriculum framework based on the Transtheoretical Model (TTM) to effectively train pre-service physical educators toward the inclusive physical education. Three curriculum stages (lecture-focused, lectures with teaching practicum, and internship-focused) and the stage-matched strategies adapted from the TTM are discussed as promising ideas to systematically restructure the PETE curriculum and effectively train pre-service teachers to promote inclusion.