Agus Sumhendartin Suryobroto, Caly Setiawan, Udon Nampai, Agus Susworo Dwi Marhaendro
The current research aims to investigate physical education teachers’ experiences in practicing inclusive physical education and the meaning attached to those experiences. The study focuses on the thematic analysis of participants’ experiences represented in the collected qualitative data. 12 physical education teachers participated in in-depth interviews and photo elicitation interviews. Verbatim transcripts were obtained from all interviews. Using the tenets of thematic analysis (Braun & Clarke, 2006, 2019, 2021), the analysis included data familiarization, open coding, theme construction, theme review, theme naming, and report production. The analysis process yielded four themes of teachers’ experiences including (1) the roles of background knowledge and skills, (2) teaching various types of disabilities, (3) inclusive pedagogy approaches, and (3) facilitators and barriers to teaching inclusive physical education. The meaning of the experiences includes the meaning of inclusion, inclusive physical education, and inclusive physical education teaching. We conclude that experience is important in delivering inclusive physical education, especially in teachers’ development of pedagogical knowledge and skills as well as in dealing with challenges in their teaching approaches. Added to this, the meaning of inclusive physical education teaching is reflected in in-depth engagement with this caring profession. © 2022, Universitas Negeri Yogyakarta (Yogyakarta State University). All rights reserved.
Departement of Physical Education, Faculty of Sport Sciences, Universitas Negeri Yogyakarta, Indonesia; Satit Kaset IP, Kasetsart University Laboratory School, Thailand
