Health, Exercise, and Sports Sciences ETDs

Publication Date

Spring 5-13-2023


Central Tasks of Learning to Teach provided the theoretical framework for the first study involving one in-service elementary physical educator teaching integrated classes while reflecting on three major stages of the teacher’s career, (1) the preservice, (2) the induction, and (3) the continuing professional development periods. Data revealed the following four themes: (a) authentic field experiences in immersive environments; (b) practice teaching in integrated settings enhanced self-confidence; (c) comprehensive and in-depth knowledge of students; and (d) disposition toward support when teaching and professional work outside of the teaching space. The Situated Expectancy-Value Theory provided the theoretical underpinning to our second case study looking to understand how a Physical Education Teacher Educator’s motivation influenced her choice, persistence, and performance to teach an Adapted Physical Education undergraduate course. Three themes emerged from the data: (a) significance of K-12 experiences; (b) educational preparation; and (c) strong desire to share her knowledge and experiences.


Inclusion, Integration, Disabilities, Physical Education, Adapted Physical Education, Higher Education, Elementary School, Pre-service teachers, Physical Education Teacher Education, Doctoral students

Document Type




Degree Name

Physical Education, Sports and Exercise Science

Level of Degree


Department Name

Health, Exercise, and Sports Sciences

First Committee Member (Chair)

Dr. Karen Lux Gaudreault

Second Committee Member

Dr. Carolyn Hushman

Third Committee Member

Dr. Glenn Hushman

Fourth Committee Member

Dr. Victoria Shiver