Changing Physical Education Teacher Education Curriculum to Promote Inclusion

Jooyeon Jin, Joonkoo Yun, Heidi Wegis

Research output: Contribution to journalArticlepeer-review

14 Scopus citations


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.

Original languageEnglish
Pages (from-to)372-383
Number of pages12
Issue number3
StatePublished - Jul 2013


  • Inclusive physical education
  • Transtheoretical Model


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