Opening Spaces: The Pedagogy of Inclusive PHE and Sport

Teacher Candidate Survey 2021-2022

This is a voluntary, anonymous online survey to assess your perceptions of the PHE Teaching Methods courses you completed. The research has ethical approval by Ontario Tech, STFX, and University of Toronto. The survey should take approximately 10 minutes to complete.  You will be entered for a random draw for a FREE Apple IPad for participating in this study.
We aim to answer research questions regarding how pre-service teacher candidates can deconstruct, and reconstruct notions of full inclusion in PHE classes and Sport settings. This research is funded by SSHRC (Social Sciences Humanities Research Council Canada).Thank you for your important participation in this survey.

Dr. Wendy Barber, Associate Professor Ontario Tech University
Dr. William Walters, Assistant Professor St. Francis Xavier University
1.The features of this course/learning experience challenged my perception of what inclusion means.
2.I learned strategies and methods to develop inclusive PHE classes.
3.I designed effective lesson plans based on UDL (Universal Design for Learning), Inclusion, Diversity and Accessibility.
4.I learned the advantages to designing and implementing fully inclusive PHE classes.
5.I observed fully inclusive PHE classes in my practicum placement experiences.
6.I discovered barriers to implementation of inclusion in my practicum placement experiences.
7.I can identify perceptions of privilege, power and normative notions of ability and disability.
8.This overall experience allowed me to deconstruct and reconstruct ideas of ability vs. disability.
9.The provincial curriculum and policies support fully inclusive PHE.
10.My practicum placement experience was in a School Board/Regional Centre that has an inclusion and diversity policy for Physical Education.
11.My overall B.Ed. experience demonstrate fully inclusive pedagogy across all subjects.
12.My university course experience modelled fully inclusive PHE pedagogy.
13.My Associate Teacher/Mentor was aware of School Board/Regional Centre policies on inclusion and diversity.
14.I received support to design and implement inclusive PHE during my practicum placement.
15.I observed inclusion and diversity being implemented in my practicum placement.
16.School timetables are designed to be supportive of inclusive design for PHE classes.
17.External organizations (eg PHE Canada, OPHEA, TAPHE, CIRA) support fully inclusive PHE pedagogy.
18.The classroom climate for my pre-service PHE teacher education course was inclusive and welcoming.
19.Class leaders, teachers and guest speakers modelled climate-building and inclusion.
20.The setting of the class was inclusive for teacher candidates of all abilities.
21.The setting of the class was inclusive for teacher candidates of all races, cultures or genders.
22.The PHE Teacher Education classroom was a safe setting for all participants regardless of ability level.
23.My practicum placement school culture was supportive of innovation and change.
24.I observed resistance to the development of inclusion in my practicum school culture.
25.I observed PHE classes that were inclusive for students of all abilities.
26.I observed PHE classes that were inclusive for students of all races, cultures and genders.
27.I witnessed intentional pedagogical strategies to build community by the course instructor(s).
28.The instructor demonstrated knowledge and belief that play-based inclusion was essential to pre-service teacher education in PHE.
29.I felt fully included by my classmates, and was encouraged to participate at my own level.
30.I felt a sense of belonging in class based on the instructor's approaches to inclusive PHE.
31.Inclusive PHE pedagogical strategies used in this course created a strong sense of community.
32.I was encouraged to learn from, and with, my classmates of different ability levels, races, genders and cultures.
33.I developed competence and confidence for inclusive PHE pedagogy as a result of this experience.
34.As a result of this course, I feel committed to building inclusive PHE pedagogy for my future students.
35.In my practicum placement, my knowledge and beliefs about inclusion were valued by the school culture.
36.I see representation or role models from my culture, race or gender in the field of PE pedagogy.
37.Student voice in pre-service PHE classes was honoured and respected.
38.I was encouraged to develop resilience and grit as a beginning PHE teacher.
39.I was encouraged to prioritize self-care in order to be at my best as a PHE teacher.
40.I was provided with time to reflect on my learning about inclusion and diversity in PHE settings.
41.I was guided to read current literature and research regarding inclusive PHE pedagogy.
42.I was able to self and peer assess and evaluate my learning in the PHE course.
43.In my practicum placement, I was provided time to reflect on how inclusion and diversity were embedded in my lesson designs.
44.Resources for digital technology were available to support my learning in PHE.
45.I can identify areas where access to digital technology is not equitable or readily available for students.
46.What age group are you preparing to teach?
47.What are your subject specialties?
48.What is your gender?
49.What is your age?
50.At which university are you taking your B.Ed. program?
Current Progress,
0 of 50 answered