Start Date
17-6-2025 9:00 AM
End Date
17-6-2025 10:30 AM
Abstract
Introduction
This research is in line with Haegele and Sutherland (2015), who argue for research on similarities and differences in the perspectives of pre-service physical education (PE) teachers, typical developing (TD) students and students with Down syndrome (DS) on class-wide peer tutoring (CWPT) in the same classroom context.
Method
In this combined study, five inexperienced pre-service PE teachers taught 202 students aged 10 to 12 years old from five primary schools in Belgium. Participants were 5 pre-service teachers, 20 students without disabilities, 5 peer tutors for students with DS and 5 students with DS.
Data were collected through focus groups, field observations and self-assessments.
Results
1) Similarities:
- Both pre-service teachers and TD students students were able to make effective adjustments and provide support to students with DS.
- All particpants found CWPT a meaningful method of participating in inclusive physical education classes.
- The students with DS enjoyed the social interactions and opportunities to actively participate in lessons, which was also supported by the prospective teachers and TD students.
Differences:
- The prospective teachers adjusted for students with DS from their acquired knowledge in teacher education, while the TD students were creative in engaging them.
2)Furthermore, the pre-service PE teachers perceived that they were well trained by the curriculum in teacher education.
Conclusion: The combined perspectives of all participants highlight that CWPT is a powerful strategy to use in inclusive general PE classes and point to the effective preparation of pre-service teachers by the curriculum in teacher education.
Recommended Citation
Van de Putte, An; Lenoir, Matthieu; Van Keer, Hilde; Van Hove, Geert; and De Schauwer, Elisabeth, "Class-Wide Peer Tutoring: Insights from the Same Class-Context Through Perspectives of Pre-Service Teachers, Typically Developing Students, Students with Down Syndrome" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 4.
https://sword.mtu.ie/isapa/2025/day2/4
Class-Wide Peer Tutoring: Insights from the Same Class-Context Through Perspectives of Pre-Service Teachers, Typically Developing Students, Students with Down Syndrome
Introduction
This research is in line with Haegele and Sutherland (2015), who argue for research on similarities and differences in the perspectives of pre-service physical education (PE) teachers, typical developing (TD) students and students with Down syndrome (DS) on class-wide peer tutoring (CWPT) in the same classroom context.
Method
In this combined study, five inexperienced pre-service PE teachers taught 202 students aged 10 to 12 years old from five primary schools in Belgium. Participants were 5 pre-service teachers, 20 students without disabilities, 5 peer tutors for students with DS and 5 students with DS.
Data were collected through focus groups, field observations and self-assessments.
Results
1) Similarities:
- Both pre-service teachers and TD students students were able to make effective adjustments and provide support to students with DS.
- All particpants found CWPT a meaningful method of participating in inclusive physical education classes.
- The students with DS enjoyed the social interactions and opportunities to actively participate in lessons, which was also supported by the prospective teachers and TD students.
Differences:
- The prospective teachers adjusted for students with DS from their acquired knowledge in teacher education, while the TD students were creative in engaging them.
2)Furthermore, the pre-service PE teachers perceived that they were well trained by the curriculum in teacher education.
Conclusion: The combined perspectives of all participants highlight that CWPT is a powerful strategy to use in inclusive general PE classes and point to the effective preparation of pre-service teachers by the curriculum in teacher education.