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

Raúl Reina | Zendy; Ilse HEMMELMAYR | Zendy; Beatriz SIERRA-MARROQUÍN | Zendy

Open Access

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

Author(s) -

Raúl Reina,

Ilse HEMMELMAYR,

Beatriz SIERRA-MARROQUÍN

Publication year - 2016

Publication title -

psychology society and education

Language(s) - Spanish

Resource type - Journals

SCImago Journal Rank - 0.179

H-Index - 8

eISSN - 2171-2085

pISSN - 1989-709X

DOI - 10.25115/psye.v8i2.455

Subject(s) - psychology , inclusion (mineral) , physical education , humanities , internal consistency , pedagogy , social psychology , developmental psychology , philosophy , psychometrics

RESUMEN: La formacion y experiencias positivas previas son fundamentales para una adecuada percepcion de competencia, confianza y actitud positiva para la inclusion de alumnos con discapacidad en educacion fisica. Este trabajo analiza la fiabilidad de una escala aplicada al contexto espanol para evaluar las creencias de autoeficacia para atender a alumnos con discapacidad intelectual, fisica y visual, mostrando excelentes valores de fiabilidad y consistencia interna la Escala de Autoeficacia en Profesores de Educacion Fisica hacia Alumnos con Discapacidad (EA-PEF-AD). Los 102 profesores que participaron en el estudio mostraron ademas niveles de autoeficacia mas altos (p<0.001) a medida que habian tenido formacion y experiencias profesionales previas. Los resultados del presente trabajo confirmarian la idoneidad de llevar a cabo programas formativos para profesores de educacion fisica en activo, preferiblemente con contacto con personas con discapacidad. Self-efficacy of Physical Education teachers toward inclusion of students with disabilities and regarding their previous training and experiences ABSTRACT: 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 (SEPETE-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.

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