Teachers’ perceived self-efficacy for inclusion in physical education classes: a comparative study of in-service and pre-service teachers
DOI:
https://doi.org/10.17398/1885-7019.22.251Keywords:
physical educators, attention to diversity, inclusive training, teaching experienceAbstract
Inclusive education depends principally on the work of teachers, being a key aspect their self-efficacy for facing inclusive learning situations. This study analyzed the self-efficacy perception of Physical Education teachers in relation to inclusion, considering variables such as experience or training. 116 Physical Education teachers participated at the study: 34 teachers (29,3%) with more than 10 years of experience, 13 (11,4%) with less than 10 years and 69 (59,5%) trainee teachers. A quantitative, cross sectional design was used, SE-PETE-D questionnaire, adapted to the Spanish Educational system was completed. The data were analyzed with SPSS 29.0 software and treated with nonparametric tests (Kruskal-Wallis H and post hoc). The results obtained showed non significant differences between the three teachers´groups and their laboral experience in the total scales, excluding one subscale. However, considering only active teachers, significant differences were found in all scales and subscales according to their inclusive training. Those teachers with a continuous inclusive training showed a higher perception of self-efficacy than ones without it. In conclusion, inclusive training is essential to promote quality educational experiences and teachers.´self efficacy
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