Student Teachers’ Experiences in Special Schools in China

Abstract

This study investigated Chinese student teachers’ experiences as physical education teachers in special schools for individuals with intellectual impairments. The research approach was interpretative phenomenological analysis (Smith & Osborn, 2008). Data were collected through semi-structured interviews with seven student teachers who completed an internship in a special school in China during the past three years, their weekly journals, and the researcher’s reflective notes. Situated learning theory (Lave & Wenger, 1991; Wenger, 1998) provided the conceptual framework. Three themes emerged from the analysis: I can teach PE in special schools, different but meaningful, and it could be better. Participants initially encountered multitudinous difficulties but eventually felt capable as teachers in special schools. They learned from the teaching practice and interactions with others in the situated context. They perceived physical education in special schools to be different in many aspects but still valued their internship as a meaningful experience.