Blowing a whistle, how hard can it be? An exploration of practicum experiences for a pre-service health and physical education teacher with a hearing impairment
Document Type
Journal Article
Publication Title
Curriculum Studies in Health and Physical Education
ISSN
2574-2981
Volume
9
Issue
3
First Page
270
Last Page
285
Publisher
Routledge
School
School of Education
RAS ID
26865
Abstract
Research indicates an increased enrolment of students in Australian universities who are deaf or hard of hearing. However, research relating to these students’ professional practicum experiences in schools as pre-service teachers of secondary education is limited, with no account of a deaf or hard of hearing pre-service teacher in the Health and Physical Education (HPE) learning area. This paper reports on a unique longitudinal case study of a male HPE pre-service teacher (secondary) who is deaf and enrolled in a university teacher education course in Western Australia (WA). It specifically explores the first professional practicum placement of the pre-service teacher. Data presented details the challenges and opportunities, and capacity of the pre-service teacher and teacher education institution to deliver on the Australian Professional Standards for Teachers. The paper presents considerations towards the inclusion of all pre-service teachers with additional needs and provides insights into course requirements previously undocumented in the academic literature.
DOI
10.1080/25742981.2018.1490627
Access Rights
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Comments
Barwood, D., Sanbrook, C., O'Rouke, J., Jones, A., & Thomas, J. (2018). Blowing a whistle, how hard can it be? An exploration of practicum experiences for a pre-service health and physical education teacher with a hearing impairment. Curriculum Studies in Health and Physical Education, 9(3), 270-285. Available here