Using Self-Efficacy Theory to Facilitate Inclusion in General Physical Education

Block, Martin E.; Taliaferro, Andrea; Harris, Natasha; Krause, Jennifer M.

doi:10.1080/07303084.2010.10598448

Cited by 51 publications

(49 citation statements)

References 2 publications

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“…Jordan et al (2009) found evidence that effective teaching in inclusive settings is associated with teachers' beliefs about their responsibilities for their students with disabilities and special educational needs. Many studies around the world (Angelides, Stylianou, & Gibbs, 2006;Ghergut, 2010;Block et al, 2010;Kurniawati et al, 2012;Jordan et al, 2009;Emam & Mohamed, 2011;Kurniawati et al, 2012;Minou, 2011;Sentenac et al, 2013) observed that beliefs about effective inclusion might be an important attitude component that influences a teacher's practices, as well as her understanding of disability, ability, the nature of knowledge, knowing, and how learning occurs.…”

Section: Discussionmentioning

confidence: 99%

“…Experiences in inclusive settings are potentially influential in changing attitudes of teachers and professionals who work with groups with disabilities in regular school environments (Block et al, 2010;Kurniawatia, Minnaert, Mangunsong, & Ahmeda, 2012). However, it is possible that different components of attitudes affect teachers' perceptions of their own intentions from perceptions of selfefficacy.…”

Section: Participantsmentioning

confidence: 99%

“…Block et al (2010) examined perceived competence relative to a component of Bandura's (1997) social learning theory, selfefficacy. Situational self-efficacy is a specific form of selfconfidence.…”

Section: Introductionmentioning

confidence: 99%

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Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Mauerberg-deCastro

Paiva

Figueiredo

et al. 2013

Motriz: rev. educ. fis.

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Abstract-This study assessed the attitudes about the inclusion of students with disability by professionals in education and health, relative to their experience and training. We compared three groups: 20 teachers and trainees who worked in an adapted physical education program (GI); 75 professionals from the municipal education system of Rio Claro subdivided according to their experience-CGyes e CGno, respectively, with and without experience. We used the inventory adapted by Palla (2001) to assess participants' attitudes and self-concepts. Overall, individuals in the group that participated in the intervention maintained their tendency of being favorable toward inclusion. Teachers in regular school settings in the municipal school system of Rio Claro (São Paulo, Brazil), regardless of their experience with inclusive settings, remain mostly indecisive about the benefits of inclusion. Keywords: inclusion, adapted physical education, attitudesResumo-"Atitudes de educadores e educadores físicos sobre inclusão. Efeitos da participação em um programa inclusivo de educação física adaptada." O presente estudo avaliou a atitude sobre a aceitação da inclusão de deficientes por profissionais da área de educação e saúde, conforme sua experiência e formação. Para isso, foram comparados três grupos: 20 professores e estagiários que atuaram em programa de educação física adaptada (GI); 75 profissionais da rede municipal de educação de Rio Claro, subdivididos conforme sua experiência-CGyes e CGno, com e sem experiência, respectivamente. Foi utilizado o inventário adaptado por Palla (2001) para avaliar as atitudes e o autoconceito dos participantes. Em geral, os indivíduos que participaram da intervenção mantiveram sua tendência favorável à inclusão. Os professores em contextos escolares regulares na rede municipal de ensino de Rio Claro (São Paulo, Brasil), independentemente da sua experiência com inclusão, continuam indecisos sobre os benefícios da inclusão. Palavras-chaves: inclusão, educação física adaptada, atitudesResumen-"Las actitudes de los educadores y educadores físicos acerca de la inclusión . Efectos de la participación en un programa inclusivo de educación física adaptada." El presente estudio evaluó la actitud en relación a la aceptación de la inclusión de discapacitados por profesionales en el área de educación y salud, de acuerdo a su experiencia y titulación. Para ello, se compararon tres grupos: 20 profesores y practicantes que actuaron en el programa de educación física adaptada (GI), 75 profesionales de la educación municipal de Rio Claro, subdivididos de acuerdo a su experiencia-CGno y CGyes, respectivamente con y sin experiencia. Se utilizó el inventario adaptado por Palla (2001) para evaluar las actitudes y el autoconcepto de los participantes. En general, las personas que participaron en la intervención mantuvieron su tendencia favorable hacia la inclusión. Los profesores en entornos escolares regulares en las escuelas municipales de Rio Claro (Sao Paulo, Brasil), independientemente de su experiencia c...

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Section: Discussionmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

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Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Mauerberg-deCastro

Paiva

Figueiredo

et al. 2013

Motriz: rev. educ. fis.

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“…Within this interaction, self-efficacy (SE) is viewed as both a context-and a task-specific belief in the capability of an individual to master a task to a certain degree; it is one of the most important moderators of attitude and intention toward a desired behavior, and is a determining factor for achievement behaviors (Bandura, 1993;1997;. SE has been preferred over theories, which are limited mainly to prediction (Bandura, 1997), such as the theory of Planned Behavior, and has been recommended as a theoretical framework for studying the beliefs of prospective PE teachers toward inclusion (Block, Taliaferro, Harris, & Krause, 2010;Taliaferro, Hammmond, & Wyant, 2015).…”

Section: Introductionmentioning

confidence: 99%

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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“…Dado que las investigaciones del ámbito han identificado la experiencia previa y la formación específica como los factores más importantes relacionados con las creencias de autoeficacia de los profesores de EF en el trabajo con alumnos con discapacidad (Block, Taliaferro, Harris, y Krause, 2010;Hutzler et al, 2005), se discutirán principalmente estas variables, aludiendo también a otras estudiadas en este trabajo.…”

Section: En Relación Al Efecto Del Programa Sobre La Autoeficacia De unclassified

"Deporte inclusivo en la escuela": diseño y análisis de un programa de intervencion para promover la inclusión del alumnado con discapacidad en Educación Física

Calvo¹

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Using Self-Efficacy Theory to Facilitate Inclusion in General Physical Education

Cited by 51 publications

References 2 publications

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

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

"Deporte inclusivo en la escuela": diseño y análisis de un programa de intervencion para promover la inclusión del alumnado con discapacidad en Educación Física

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