Supporting social justice in physical education teacher education programs: A qualitative analysis of adapted PE teachers' perspectives

Abstract Despite attention to sociocultural issues in Physical Education Teacher Education (PETE), the role of Adapted Physical Education (APE) teachers as social justice advocates remains underexplored. A primary responsibility of APE teachers is to provide specially designed instruction to students with disabilities (SWD), so they have access to the general physical education curriculum to make progress toward grade‐level standards. This study presents a qualitative analysis of the perspectives of National Adapted Physical Education Teachers of the Year (APE TOYs) on advocating for social justice within PETE programs. A phenomenological approach with mixed‐methods design was used. Findings emphasise the importance of fairness, equity, integrity, honesty and impartiality, which are essential in creating an inclusive and just environment for SWD. The study also highlights the role of APE TOYs as advocates for the rights of individuals with disabilities, ensuring that they have equal access to opportunities, resources, and high‐quality physical education. By incorporating these values, educators work to promote goodness, virtue and moral responsibility of fairness in educational settings, reinforcing the ethical obligation to support students regardless of their abilities. Continued research and acknowledgment of APE TOYs' work are essential for advancing equity in education and fostering inclusive physical education environments.