“…Así, las actitudes de los docentes hacia la enseñanza de alumnado con diferentes grados de habilidad y discapacidad parece ser un factor clave para una inclusión exitosa (Hodge, y Jansma, 1999Folsom-Meek, y Rizzo, 2002), si bien muchos docentes manifiestan cierta incapacidad y falta de apoyos para atender a alumnos con discapacidad en sus clases, a veces porque consideran que no están lo suficientemente preparados para atenderles (Grenier, 2006), cuestión relacionada con el objeto de estudio de la presente investigación. Nos encontramos que aquellos docentes con un alto nivel de competencia percibida y experiencias positivas en la enseñanza con estudiantes con discapacidad suelen mostrar unas mejores actitudes hacia éstos (Folsom-Meek, Nearing, Groteluschen, y Krampf, 1999;Hodge, Davis, Woodard, y Sherrill, 2002;Tripp, y Rizzo, 2006), siendo más partidarios de un modelo de enseñanza inclusivo (DePauw, y Doll-Tepper, 2000;Hodge, Ammah, Casebolt, Lamaster, y O´Sullivan, 2004).…”
RESUMEN:La formación y experiencias positivas previas son fundamentales para una adecuada percepción de competencia, confianza y actitud positiva para la inclusión de alumnos con discapacidad en educación física. Este trabajo analiza la fiabilidad de una escala aplicada al contexto español para evaluar las creencias de autoeficacia para atender a alumnos con discapacidad intelectual, física y visual, mostrando excelentes valores de fiabilidad y consistencia interna la Escala de Autoeficacia en Profesores de Educación Física hacia Alumnos con Discapacidad (EA-PEF-AD). Los 102 profesores que participaron en el estudio mostraron además niveles de autoeficacia más altos (p<0.001) a medida que habían tenido formación y experiencias profesionales previas. Los resultados del presente trabajo confirmarían la idoneidad de llevar a cabo programas formativos para profesores de educación física en activo, preferiblemente con contacto con personas con discapacidad. Palabras clave: enseñanza, competencia, actitud.
Self-efficacy of Physical Education teachers toward inclusion of students with disabilities and regarding their previous training and experiencesABSTRACT: Previous training and past positive experiences are key factors to develop an adequate self-competence, self-confidence and positive attitudes toward inclusion of students with disabilities into physical education. This study analyses the reliability of a Spanish version of the Self-Efficacy
Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D). One-hundred and two physical education professors participated in this study. Results indicated that professors scored higher on self-efficacy (p<0.001) if they received previous training in adapted physical education or they had previous professional experiences on this regard. Our results recommend providing training opportunities for physical educators who are currently working in schools, with the involvement of persons with disabilities.
“…Así, las actitudes de los docentes hacia la enseñanza de alumnado con diferentes grados de habilidad y discapacidad parece ser un factor clave para una inclusión exitosa (Hodge, y Jansma, 1999Folsom-Meek, y Rizzo, 2002), si bien muchos docentes manifiestan cierta incapacidad y falta de apoyos para atender a alumnos con discapacidad en sus clases, a veces porque consideran que no están lo suficientemente preparados para atenderles (Grenier, 2006), cuestión relacionada con el objeto de estudio de la presente investigación. Nos encontramos que aquellos docentes con un alto nivel de competencia percibida y experiencias positivas en la enseñanza con estudiantes con discapacidad suelen mostrar unas mejores actitudes hacia éstos (Folsom-Meek, Nearing, Groteluschen, y Krampf, 1999;Hodge, Davis, Woodard, y Sherrill, 2002;Tripp, y Rizzo, 2006), siendo más partidarios de un modelo de enseñanza inclusivo (DePauw, y Doll-Tepper, 2000;Hodge, Ammah, Casebolt, Lamaster, y O´Sullivan, 2004).…”
RESUMEN:La formación y experiencias positivas previas son fundamentales para una adecuada percepción de competencia, confianza y actitud positiva para la inclusión de alumnos con discapacidad en educación física. Este trabajo analiza la fiabilidad de una escala aplicada al contexto español para evaluar las creencias de autoeficacia para atender a alumnos con discapacidad intelectual, física y visual, mostrando excelentes valores de fiabilidad y consistencia interna la Escala de Autoeficacia en Profesores de Educación Física hacia Alumnos con Discapacidad (EA-PEF-AD). Los 102 profesores que participaron en el estudio mostraron además niveles de autoeficacia más altos (p<0.001) a medida que habían tenido formación y experiencias profesionales previas. Los resultados del presente trabajo confirmarían la idoneidad de llevar a cabo programas formativos para profesores de educación física en activo, preferiblemente con contacto con personas con discapacidad. Palabras clave: enseñanza, competencia, actitud.
Self-efficacy of Physical Education teachers toward inclusion of students with disabilities and regarding their previous training and experiencesABSTRACT: Previous training and past positive experiences are key factors to develop an adequate self-competence, self-confidence and positive attitudes toward inclusion of students with disabilities into physical education. This study analyses the reliability of a Spanish version of the Self-Efficacy
Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D). One-hundred and two physical education professors participated in this study. Results indicated that professors scored higher on self-efficacy (p<0.001) if they received previous training in adapted physical education or they had previous professional experiences on this regard. Our results recommend providing training opportunities for physical educators who are currently working in schools, with the involvement of persons with disabilities.
“…It appears, then, that PE teachers are using their greater power chances in the NCPE implementation figuration, which they received as deliverers, to constrain the extent to which the government are able to achieve their inclusion objectives by continuing to prioritise competitive sport and team games as a way of maintaining and furthering their own and, lest we forget, the government's sporting and team game objectives. Some PE teachers, albeit within a dearth of research, have also suggested that their learning support colleagues have constrained them, to varying degrees, in their quest to include pupils with SEN (Hodge et al, 2004;Morely et al, 2005;Smith, 2004;Smith and Green, 2004).…”
Section: Elite Performance In Competitive Sport and Team Gamesmentioning
confidence: 99%
“…The inclusion of pupils with SEN in mainstream PE lessons has allegedly been compromised further by the tendency of many LSAs, who have increasingly become a central part of a PE teacher's figuration, to place varying degrees of constraint upon the everyday activities of PE teachers (Hodge et al, 2004;Smith, 2004;Smith and Green, 2004;Smith and Thomas, 2006). Many LSAs are traditionally classroom based assistants and their lack of PE training has resulted in some PE teachers considering some LSAs 'more of a hindrance than a help' in relation to the impact their presence has on the effectiveness of their teaching (Smith and Green, 2004: 601).…”
Section: Special Educational Needs Coordinators and Learning Support mentioning
T he paper examines the planned and unplanned outcomes associated with the inclusion of pupils with special educational needs (SEN) in the National Curriculum Physical Education (NCPE) in Britain. This involves the use of key concepts from figurational sociology, and documentary analysis, to examine the emergence of disability as a social issue in British society and in secondary school education. Norbert Elias' game models (Elias, 1978) are then used to analyse the NCPE 1992, 1995 and 2000 documents, and their associated consultation materials. This allows the researcher to identify all the major players involved in the formulation of the NCPEs, and the extent to which the objectives of each player, and their subsequent power struggles with each other, impacted upon the overall objectives and content of the NCPEs. The game models are then used to examine the extent to which the objectives of the players involved in the implementation of the NCPE generated outcomes which none of the players planned for, or could have foreseen.
“…Por otra parte, un conjunto de investigaciones se han planteado conocer y evaluar las actitudes e intenciones de los docentes hacia la inclusión de alumnos con discapacidad en sus clases (Casebolt y Hodge, 2010;Fournidou, Kudláček, y Evagellinou, 2011;Gorozidis y Papaioannou, 2011;Hodge, Ammah, Casebolt, Lamaster, y O'Sullivan, 2004;Jeong y Block, 2011;Kudláček et al, 2007;Oh et al, 2010;Petkova, Kudlácek, y Nikolova, 2012;Qi y Ching, 2012; Samalot-Rivera y Hodge, 2013; o Reina et al (2011) desarrollaron dos intervenciones con una duración muy diferente: la primera de 6 días de duración, y la segunda de 1 solo día.…”
Section: Modelo Teóricounclassified
“…Las actitudes favorables del profesorado son fundamentales para la inclusión exitosa de los estudiantes con necesidades educativas especiales en EF (Avramidis y Kalyva, 2007;DePauw y Doll-Tepper, 2000;Downs y Williams, 1994;Duchane y French, 1998;Folsom-Meek y Rizzo, 2002;Hardin, 2005;Hodge et al, 2004;Hodge, Murata, et al, 2002;Rizzo y Vispoel, 1991;Theodorakis, Baglatis, y Goudas, 1995;Tripp y Sherrill, 1991), siendo uno de los factores de mayor influencia en el éxito de la inclusión en las sesiones de EF (Lijuan, Jing, y Lin, 2015).…”
Section: El Rol Del Docente En La Inclusión De Alumnos Con Discapacidadunclassified
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