%0 Journal Article
%T THE REFLECTION OF ACTIVE PARTICIPATION OF MAINSTREAM STUDENT TO PHYSICAL EDUCATION COURSE
%J -
%D 2018
%X Because pre-service teachers' undergraduate education is based on theoretical or inauthentic environment rather than authentic, although they are enthusiastic about helping students with special needs about active participation of courses, they don't know how to provide support (Marley et.al, 2005). This case study explores a pre-service teacher's experiences on participation of student with special needs to physical education lesson.). Participants of study were; cooperating physical education teacher, pre-service teacher, a student with special needs (Emir), helper sister of Emir, expert, classmates of Emir, the other pre-service teacher (Seda) who teach physical education course. Multiple sources of data collection were employed: researcher journal, post-lesson reflections of researcher, weekly meetings with an expert. Data were analysed using the content analysis approach and themes emerged were: "impossible without their help" and " Problems are solved by trying and experiencing". The results indicated that pre-service teachers' learning process who are in the learning context can be facilitated when applied lessons in undergraduate programs deliver in authentic context, solve their problems in real environments, learn how to deal with problems via social environment before they enter the fiel
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%U http://dergipark.org.tr/spormetre/issue/41273/498615