Teaching students with disabilities: a comparison of PETE students’ self-efficacy in South Korea and the United States

Abstract

Abstract The twofold purpose of this study was to: (a) analyze Physical Education Teacher Education (PETE) students’ self-efficacy in teaching students with disabilities and (b) examine similarities and differences in PETE students’ self-efficacy toward teaching students with disabilities between South Korea and the United States (U.S.). Grounded in self-efficacy theory, the research design was a multiple-case study. The participants were undergraduate PETE students from South Korea (n = 8 Korean students, 6 men and 2 women) and the U.S. (n = 6 White students, 5 men and 1 women). Purposive (criterion) sampling was used identifying and recruiting participants. The data sources were a demographic questionnaire and interviews via Zoom technology. The data were analyzed using within-case analysis and cross-case analysis. Four major themes were exposed, which were: (a) self-efficacy differed, (b) school-based experiences, (c) education and rights, and (d) feelings and reactions. Further, there were similarities and differences in the participants’ experiences. We discussed these findings and the implications.