Abstract
Purpose: The objective of this study was to understand and learn about in-service teachers’ and educational assistants’ professional development (PD) experiences for inclusive physical education (IPE), individually and collaboratively.Method: Using a multiple case study design and hermeneutic inquiry, the experiences of three teachers and three educational assistants were investigated. Data sources included semistructured interviews, focus groups, observations, and researcher reflective journals.Results: The practitioners’ experiences with PD for IPE revealed the following major themes: (a) it is just not there: IPE-PD is rare, (b) taking initiative: maximizing consultants as IPE-PD, and (c) together we are better: desire for collaborative IPE-PD.Discussion/Conclusions: PD for IPE needs to be developed and implemented for teachers and educational assistants working as an instructional team together.Engaging these practitioners in collaborative IPE-PD can support their learning and the teaching of IPE and acts as a starting point to form communities of practice in IPE.
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