Open AccessInclusion in Physical Education in Primary Schools
Author(s) -
Dena Widyawan,
Ibnu Sina
Publication year - 2021
Publication title -
juara
Language(s) - English
Resource type - Journals
eISSN - 2655-1896
pISSN - 2443-1117
DOI - 10.33222/juara.v6i1.1148
Subject(s) - thematic analysis , physical education , inclusion (mineral) , phenomenology (philosophy) , psychology , perspective (graphical) , qualitative research , mathematics education , pedagogy , mainstreaming , primary education , social cognitive theory , cognition , special education , sociology , developmental psychology , social psychology , social science , philosophy , epistemology , artificial intelligence , neuroscience , computer science
The purpose of this study was to determine inclusive education in general physical education from the perspective and experience of physical education teachers in primary schools. The method used in this research is qualitative phenomenology. Four Physical Education teachers were the sample (2 men, 2 women) aged between 30 and 55 years and were collected by means of: photos, school documents, field notes, and semi-structured interviews. Bandura's social cognitive theory is used as the basis of the research. Outcome of thematic analysis: engaging in learning, adapting strategies to meet student needs, and moving beyond educational goals. In conclusion, inclusive education in physical education in primary schools is built by dynamic interactions between teachers' knowledge of disabilities, motivation to learn about students, children's needs, and learning objectives.