Effects of an inclusive Physical Education work shop on teachers'self-efficacy
Physical Education teachers’ self-confidence seems a key factor to successfully include students with disabilities in mainstream classes. Notwithstanding this, a large number of teachers state that they do not have sufficient specific training to carry out the educational inclusion process. Thus, th...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad Católica San Antonio de Murcia (UCAM) |
| Repositorio: | RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia |
| OAI Identifier: | oai:repositorio.ucam.edu:10952/5596 |
| Acceso en línea: | http://hdl.handle.net/10952/5596 http://dx.doi.org/10.12800/ccd.v17i51.1649 |
| Access Level: | acceso abierto |
| Palabra clave: | Sport Deporte Discapacidad Estudiantes Necesidades educativas especiales Special education needs Student Disability Actividad física adaptada Adapted physical activity |
| Sumario: | Physical Education teachers’ self-confidence seems a key factor to successfully include students with disabilities in mainstream classes. Notwithstanding this, a large number of teachers state that they do not have sufficient specific training to carry out the educational inclusion process. Thus, the present study aimed to analyze the effect of an inclusive Physical Education training program, based on the Inclusive Sport at School program, on in-service teachers’ self-efficacy. A total of 16 participants (11 men and 5 women; 39.19±8.94 years) attended to a workshop lasting five sessions of three hours each. A pre-experimental design was adopted without a control group and pre-test and post-test measures. Results showed a significant increase in all subscales (intellectual, physical and visual disabilities) and dimensions (in task, specific adaptations, instructions to peers and safety) of the self-efficacy variable. These findings suggest that continuous professional development in inclusive Physical Education for in-service teachers could increase both their perceived ability and safety to effectively include students with disabilities in their classes. |
|---|