"Incluye-T": A Professional Development Program to Increase the Self-Efficacy of Physical Educators towards Inclusion

Autor/inn/en	Reina, R.; Healy, S.; Roldán, A.; Hemmelmayr, I.; Klavina, A.
Titel	"Incluye-T": A Professional Development Program to Increase the Self-Efficacy of Physical Educators towards Inclusion
Quelle	In: Physical Education and Sport Pedagogy, 24 (2019) 4, S.319-331 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2019.1576863
Schlagwörter	Faculty Development; Inclusion; Self Efficacy; Physical Education Teachers; Special Education; Special Needs Students; Program Effectiveness; Inservice Teacher Education; Foreign Countries; Gender Differences; Students with Disabilities; Physical Disabilities; Children; Mild Intellectual Disability; Visual Impairments; Elementary Schools; Secondary Schools; Adapted Physical Education; Intervention; Simulation; Assistive Technology; Spain + Suchen Sie Ihr Suchwort? Inklusion; Self-efficacy; Selbstwirksamkeit; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Lehrerfortbildung; Ausland; Geschlechterkonflikt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Physical handicap; Körperbehinderung; Child; Kind; Kinder; Visual handicap; Sehbehinderung; Elementary school; Grundschule; Volksschule; Sekundarschule; Simulation program; Simulationsprogramm; Spanien
Abstract	Physical Education teachers (PET) self-efficacy (SE) is a cornerstone for a successful inclusion of students with special educational needs. This study aims to evaluate the effect of a training program called "Incluye-T" on the SE of Spanish in-service PETs (n = 229) toward the inclusion of students with special education needs in physical education, compared with a control group (n = 40). The study also evaluates how the training program is mediated by two demographic variables: teachers' gender and teaching setting. The Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities was used to measure SE pre and post-intervention. Significant improvements in SE were demonstrated for in-service PET compared to the control group for all the sub-scales of the SE scale: intellectual, physical, and visual impairments (p < 0.01, large effect sizes). All teachers' self-efficacy subscales improved regardless of their teaching settings (e.g. primary or secondary schools) and gender. Implications for future professional development provision are discussed, including the delivered training strategies, materials or the duration of the intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01