Engaging in inclusive pedagogy: how elementary physical and health educators understand their roles
Bibliographic record
Abstract
Elementary physical and health education (PHE) teachers play key roles in establishing inclusive learning environments. However, how they attend to inclusive pedagogy are not fully highlighted in the research literature. This study examined how elementary PHE teachers understand their roles in inclusion and how they attend to day-to-day inclusive pedagogy. Overall, 11 elementary PHE teachers from a province in Eastern Canada were invited to participate in an exploratory qualitative research study. Data were collected through one-on-one interviews and analysed thematically. Participants highlighted four areas where they attend day-to-day to enhance inclusiveness in their teaching: (1) plan universally from the beginning; (2) share ownership with students by providing students with leadership roles, responsibilities, and choices in learning; (3) create positive relationships and partnerships with students and co-educators; and (4) be responsive and reflexive in teaching. This study highlighted the experiences and insights of Canadian elementary PHE teachers in pursuing and enacting inclusive pedagogy. The findings will provide other in-service and pre-service elementary PHE teachers with pragmatic ideas of ensuring and/or strengthening inclusive PHE. The acquired empirical knowledge may also inform teachers in other disciplines, as well as school administrators, policy-makers, and stakeholders when developing/implementing future policies and actions concerning inclusion.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".