%0 Journal Article
%T The impact of a special school placement on self
%A Anthony Maher
%A David Morley
%A Julie Fimusanmi
%A Paul Ogilvie
%J European Physical Education Review
%@ 1741-2749
%D 2019
%R 10.1177/1356336X17746949
%X School-based placements are often used as a way of preparing prospective teachers for the demands of their future role. However, little is known about the impact of such situated learning experiences on prospective physical education (PE) teachers¡¯ confidence and competence. To the best of our knowledge, this article is the first of its kind to explore prospective teachers¡¯ views of, and experiences within, special schools in order to identify the experiential mechanisms that shape self-perceptions of competence and confidence when teaching pupils with special educational needs and disabilities in PE. Thirty-two final year undergraduate students participated in focus group interviews and were selected on the basis that they: (1) were studying a Special Educational Needs and Disability in PE undergraduate module; (2) aspired to be a PE teacher; and (3) had attended six half-days of placement in a special school. All focus group transcripts were subjected to open, axial and selective coding in order to identify themes and sub-themes. The themes that were constructed from the analysis were: impact of placement role on confidence and competence; impact of knowing pupils¡¯ needs and capabilities; conceptualising confidence and perceptions of its development; and conceptualising competence and perceptions of its development. We use these themes to discuss the usefulness of special school-based placements for preparing aspiring teachers for their role as inclusive educators
%K Physical education
%K special schools
%K special educational needs and disabilities
%K teacher education
%K school placements
%U https://journals.sagepub.com/doi/full/10.1177/1356336X17746949