Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo

Reina, Raúl; Hemmelmayr, I.; Sierra-Marroquín, Beatriz

doi:10.25115/psye.v8i2.455

Cited by 26 publications

(39 citation statements)

References 34 publications

(48 reference statements)

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“…The results for Cronbach's reliability analysis of the SE-ASPE reached very high scores (α for the ID subscale =0.96, α for the PD subscale =0.97, α for the VI subscale =0.98) and were comparable Cronbach's α values obtained in previous surveys conducted in the USA, ranging 0.86 -0.96 (Block et al 2013;Taliaferro et al 2015), and to those reported by Reina et al (2016) in a fairly similar sample of 102 practicipng teachers (59.8% males) with a mean experience of 14.87+ 9.02 years (α = 0.975 for the PD subscale and 0.935 for both the ID and VI subscales). These outcomes appear to present a similar hrather than a different response pattern of the Arabic-speaking PE teachers to American and European samples.…”

Section: Attitudes and Self-efficacy Scales' Structuresupporting

confidence: 73%

“…These associations were stronger than those reported in previous studies, particularly the recent Spanish study of Reina et al (2016) that reported moderate r scores (between 0.575 -0.648). This finding indicates that teachers who reported high SE toward one disability also reported high SE scores toward the inclusion of children with different types of disability.…”

Section: Impact Of Disability Typecontrasting

confidence: 55%

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Attitudes and Self-Efficacy of Arabic-speaking Physical Education Teachers in Israel toward Including Children with Disabilities

Hutzler¹,

Daniel-Shama²

2017

IJSSS

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The purpose of this study was to explore the attitudes and self-efficacy (SE) of physical education (PE) teachers in the Arabic-speaking educational sector in Israel toward including children with disability in their classes, utilizing translated questionnaires. The specific goals were (a) to describe the structure and internal consistency of the responses to the Attitudes Toward Inclusion in Physical Education (ATIPE) and Situation Specific Self-Efficacy (SE-ASPE) questionnaires of an Arabic-speaking PE teachers' sample, (b) to assess the effect of selected background variables on attitudes and SE in the study population, (c) to determine the association between SE and attitudes toward including children with disabilities in PE in the study population, and (d) to describe the differences in PE teachers' SE toward including children with different disabilities. The results indicated a bi-dimensional factor structure of the ATIPE and an unidimensional structure of each of the SE-ASPE subscales: intellectual disability (ID), physical disability (PD), and visual impairment (VI), and confirmed an internal reliability. The impact of background variables on attitudes and SE indicated that females had more favorable attitudes and SE than males, age had a small significant impact, training, and experience in inclusion of children with disability had a significant impact. Finally, it was found that the SE toward including children with VI was lower than toward ID and PD. Based on our findings it can be recommended that the training processes be strengthened, and include continuous education workshops on inclusion with an emphasis on VI.

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Section: Attitudes and Self-efficacy Scales' Structuresupporting

confidence: 73%

Section: Impact Of Disability Typecontrasting

confidence: 55%

Attitudes and Self-Efficacy of Arabic-speaking Physical Education Teachers in Israel toward Including Children with Disabilities

Hutzler¹,

Daniel-Shama²

2017

IJSSS

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“…The Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D) was used to evaluate changes in SE. The questionnaire was created and validated by Block et al [17] in English and adapted to the Spanish context by Reina, Hemmelmayr, and Sierra-Marroquín [18] (Escala de Autoeficacia en Profesores de Educación Física hacia Alumnos con Discapacidad (EA-PEF-AD)). The questionnaire begins with a general introduction to Bandura's SE theory and general guidance for using the rating scale to answer the questions.…”

Section: Methodsmentioning

confidence: 99%

Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain

et al. 2019

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Physical education teachers play a significant role in educating students with special education needs, but they often feel frustrated and unprepared to achieve a successful inclusion process. The lack of inadequate training has proven to have an unfavorable effect on educators’ perceived competence, confidence, and attitudes when working in inclusive settings with children with disabilities. This study evaluates the effect of a training program implemented with in-service physical educators from two different regions in Spain, insular and peninsular, in order to improve their self-efficacy in including students with disabilities in physical education. A pre- vs. post-test intervention was conducted with two groups of 142 in-service physical educators with similar age and teaching experience. The intervention improved their perceived self-efficacy in including students with physical, visual, and intellectual disabilities in physical education (p < 0.01, effect sizes = large). The physical educators teaching in the insular region improved their self-efficacy to a higher extent. This study demonstrates the invariant effect of the training program in both regions, but the self-efficacy scores of the physical educators might be constrained by the contents regarding inclusion in their pre-service training, the education policies of the region where the teaching takes place or the geographical characteristics of their workplace.

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“…In terms of the Spanish context, approximations have been made. On the one hand, Reina et al (2016) reported excellent reliability values for the SE-PETE-D in a sample of 102 in-service PE Teachers. On the other hand, Abellán et al (2019) using the version of Reina et al (2016) in a sample of 228 university students of Childhood and Primary Education Degrees who studied the PE specialty, obtained values below the recommended ones for three fit indexes when testing the factorial and invariance structure of the scale, although it obtained acceptable reliability.…”

Section: Introductionmentioning

confidence: 96%

“…However, many of these works were applied with non-active in-training teachers (e.g., Taliaferro et al, 2015; Kudlaček et al, 2018; Abellán et al, 2019), so little is known about its reliability in day-to-day PE. In addition, previous studies have not provided evidence of its psychometric properties or reliability (e.g., Jovanović et al, 2014; Tekidou et al, 2015; Reina et al, 2016; Tindall et al, 2016) despite its application in countries with disparate demographic, cultural, and linguistic characteristics. In terms of the Spanish context, approximations have been made.…”

Section: Introductionmentioning

confidence: 98%

Validation of a Physical Education Teachers’ Self-Efficacy Instrument Toward Inclusion of Students With Disabilities

2019

Self Cite

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Acquiring specific training in disability seems to be a key aspect for achieving school inclusion. Teachers who receive such prior training would be more prepared to address diversity in the classroom, which could be related to their perception of self-efficacy. The aim of this study was to validate the Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (SE-PETE-D). Two hundred and eighteen in-service physical education teachers participated in this study, with a Mage = 38.06 years and Mteaching experience = 11.72 years. To obtain the three subscales resulting from intellectual, physical, and visual disabilities, several exploratory and confirmatory factor analyses were conducted. The results supported three independent models made up of three factors (intellectual, physical, and visual disabilities). The structure of the models was invariant with respect to gender, the educational stage in which the teaching was taking place, previous teaching experience, previous training, and previous experience in adapted or inclusive physical activity and sports. The subscales presented high reliability values for Cronbach’s alpha, and Omega’s index ≥0.81. This study provides evidence of the validity and reliability of an instrument to measure the perceived self-efficacy of physical education teachers to include students with disabilities in their classes and is the first study to be applied with in-service teachers. In addition, some methodological and conceptual limitations of the original scale are identified, opening new lines of work in relation to training situations to assess the perception of self-efficacy or the type of disability.

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Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo

Cited by 26 publications

References 34 publications

Attitudes and Self-Efficacy of Arabic-speaking Physical Education Teachers in Israel toward Including Children with Disabilities

Attitudes and Self-Efficacy of Arabic-speaking Physical Education Teachers in Israel toward Including Children with Disabilities

Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain

Validation of a Physical Education Teachers’ Self-Efficacy Instrument Toward Inclusion of Students With Disabilities

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