An online developmental adapted physical education licensure: The potential of adding student voices in graduate program improvement

Abstract

Many physical education teachers do not feel adequately prepared during their university programs to meet the needs of students with disabilities in their classrooms (McGrath et al., 2019). These professionals must navigate the demands of large class sizes, a wide variety of abilities, numerous aspects of motor assessments, individual education plan (IEP) implementation, and mandated special education regulations with usually only one 3-credit course specific to teaching this population in the physical education setting. Additional licensing in special education in graduate programs tends to focus on required content; however, little attention is given to university student experiences when designing license programming (Bourke & MacDonald, 2018; Seale, 2016; Thrill, 2019). While obtaining an adapted physical education license, graduate students’ voices are rarely heard, and the content of the added licensure only occasionally aligns with the job-related demands of teaching special education (Lirgg et al., 2017). This research aimed to explore graduate students' experiences in an add-on license program in developmental adapted physical education. Knowles' (1984) theory of andragogy and Dewey's (1938) theory of lived experiences are the dual foundational lenses for developing the Developmental Adapted Physical Education Program at Bemidji State University. Using interpretive inquiry (Ellis, 1989) and hermeneutics, the process included personal stories and practical examples to uncover the student's experiences in an online program. Data was gathered from in-service teachers who had completed an online adapted physical education licensure graduate program from Bemidji State, a 4-year university in the upper mid-west United States. Data included an introductory survey, pre-interview activities, virtual interviews, and a follow-up meeting as the analysis and interpretation (hermeneutic circle) to identify emergent themes regarding program components and online delivery. The themes uncovered in the findings include providing online asynchronous learning opportunities for graduate students, building prior educational experience as a foundation for future learning, delivering quality content knowledge and skills through active learning, and increasing hands-on practical learning opportunities, including positive examples of collaboration. Findings from this research give professors and universities a broader understanding of graduate students’ experiences with the content standards of a developmental adapted physical education licensing program and online delivery methods.