Role оf Previous Experience оn Pre-Service Physical Educators’ Confidence in Teaching Individuals with Disabilities: Mediation Analysis

Abstract

This study aimed to examine relationships among the confidence of pre-service physical educators in teaching individuals with disabilities (IWDs), their previous experiences, and the quality of experiences and to test if the relationship between the quality of previous experiences and confidence in working with IWDs is mediated by the previous experiences. A total of 150 pre-service teachers completed a questionnaire. Significant relationships were found between previous experiences and the quality of such experiences (r = .70, p < .001), previous experiences and confidence (r = .50, p < .001) and the quality of previous experiences and confidence (r = .35, p < .001). The regression analysis indicated that the quality of previous experiences was a significant predictor of confidence, β = .35, F(1, 148) = 20.19, p < .001. The quality of previous experiences was related to previous experiences, β = .70, F(1, 148) = 142.76, p < .001. Previous experiences was associated with confidence, β = .50, F(1, 148) = 50.18, p < .001. The results of the mediation analysis confirmed the mediating role of previous experiences in the relationship between the quality of previous experiences and confidence, β = .24 (CI = .15 to .33). After controlling for previous experiences, the direct effects of the quality of previous experiences on confidence became nonsignificant, β = -.01, t (147) = -.12, p = .904. Finally, the results of the bootstrapping test showed that the mediation model was significant, Z = 4.69, p < .001, ĸ² = .24.

Formação Profissional Inicial Em Atividade Física Adaptada: Análise Da Produção Científica Internacional

“…Segundo as autoras, essa experiência prática deveria ser estendida por mais tempo e direcionada para atividades em campo, para que houvesse o aumento de tempo de instrução para proporcionar a melhoria da confiança e o entusiasmo nos estudantes dos programas de formação inicial em AFA, e assim, consequentemente, melhorar a instrução ao se trabalhar com alunos com deficiência. Segundo Hodge Tannehill e Kluge (2002), Vickerman e Coates (2009), Jeong (2013), Wilkinson et al (2013), Nardo et al (2014) e Tindall et al (2014), seria de extrema importância que as experiências práticas em ambiente real, como, por exemplo, em escolas de ensino regular que atendem alunos com deficiência ou em escolas de Ensino Especial, fossem incorporadas e oportunizadas durante a graduação, para que pudesse oferecer aos estudantes em formação inicial um treinamento adequado, proporcionando mais conhecimento e maior preparo acerca da inclusão, com um consequente aumento na qualidade de ensino para todos.…”