scholarly journals ATTITUDES AND SELF-EFFICACY OF TEACHERS TOWARD INCLUSION OF CHILDREN WITH VISUAL IMPAIRMENT IN MOTOR EDUCATION

2020 ◽  
Vol 17 ◽  
Author(s):  
Galena Terzieva
Keyword(s):  
Physical Education ◽  
Visual Impairment ◽  
Self Efficacy ◽  
Primary Teachers ◽  
Education Majors ◽  
Attitudes Toward Teaching ◽  
School Pedagogy ◽  
Teacher Education Majors ◽  
General Physical ◽  
General Physical Education

The aim of the study is to analyze the attitudes and self-efficacy of current and future preschool and primary teachers for the inclusion of children with various disabilities in general physical education classes. This article presents the results related to children with visual impairments. The study covers a contingent of 723 people – 240 preschool teachers, 143 primary teachers and 340 students graduating in “Preschool and primary school pedagogy”. The main method of research is the questionnaire. Participants filled in modified and adapted versions of two questionnaires: “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE” by Kudlachek and “Self-Efficacy Scale for Physical Education of Teacher Education Majors toward Inclusion – SE-PETE-D” by Blok. The results show that the respondents have relatively positive inclusive attitudes and are rather confident in their ability to include a child with a visual impairment in inclusive physical education.

Predictors of Teachers’ Attitudes Toward Teaching Students With Attention-Deficit/Hyperactivity Disorder in General Physical Education

2021 ◽  
pp. 1-7
Author(s):  
Chunxiao Li ◽  
Justin A. Haegele ◽  
Ho Lun Au ◽  
Kevin Wai Keung Kam
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Physical Education ◽  
Attention Deficit ◽  
Self Esteem ◽  
Hyperactivity Disorder ◽  
Interpersonal Mindfulness ◽  
Attitudes Toward Teaching ◽  
Teachers Attitudes ◽  
General Physical ◽  
General Physical Education

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers’ attitudes.

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

2010 ◽  
Vol 81 (3) ◽  
pp. 43-46 ◽  
Author(s):  
Martin Block ◽  
Andrea Taliaferro ◽  
Natasha Harris ◽  
Jennifer Krause
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
General Physical ◽  
General Physical Education

scholarly journals FORMAÇÃO CONTÍNUA DE PROFESSORES DE EDUCAÇÃO FÍSICA FACE À PERSPECTIVA INCLUSIVA

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Milena Pedro de Morais ◽  
Maria João Carvalheiro Campos ◽  
Graciele Massoli Rodrigues
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Children With Disabilities ◽  
Education Majors ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Majors

A formação profissional contínua na Educação Física Escolar tem um papel essencial face à perspectiva inclusiva no sentido de subsidiar o professor para o desenvolvimento de atitudes positivas. Assim, o objetivo do presente estudo foi analisar a eficácia de um programa formativo nos níveis de Percepção da Competência e da Qualidade da Experiência de 29 licenciados em Educação Física, em processo de formação contínua, estudantes do 1º ano do curso de Mestrado em Ensino da Educação Física nos Ciclos Básico e Secundário da Faculdade de Ciências do Desporto e Educação Física da Universidade de Coimbra, Portugal. Aplicou-se a Escala de Autoeficácia na Educação Física Inclusiva, sendo a versão portuguesa do questionário Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities em dois momentos distintos, antes e após a realização de uma ação formativa. Os resultados apontam que os participantes demonstram níveis elevados tanto para a Percepção da Competência quanto da Qualidade da Experiência após a realização da ação formativa. Conclui-se que as ações de formação contínua na perspectiva inclusiva são, portanto um importante caminho a ser trilhado a fim de capacitar o professor para o atendimento à diversa demanda escolar em contexto inclusivo.   Recebido em: 19/12/2019Reformulado em: 20/12/2019Aceito em: 20/12/2019

Beliefs of Chinese Physical Educators on Teaching Students With Disabilities in General Physical Education Classes

2015 ◽  
Vol 32 (2) ◽  
pp. 137-155 ◽  
Author(s):  
Lijuan Wang ◽  
Jing Qi ◽  
Lin Wang
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Eastern China ◽  
Physical Educators ◽  
Behavioral Beliefs ◽  
Teacher Assistants ◽  
Attitudes Toward Teaching ◽  
General Physical ◽  
General Physical Education

This study examined the behavioral beliefs of physical education (PE) teachers about teaching students with disabilities in their general PE (GPE) classes and to identify the factors that contribute to their beliefs. A total of 195 PE teachers from a region in eastern China were surveyed. Results of the Physical Educators’ Attitudes Toward Teaching Individuals With Disabilities-III survey indicate that although some teachers felt that including students with disabilities in GPE classes provides benefit for them, they were concerned about the practical difficulties of teaching students with disabilities in GPE classes, the lack of support, and the possible rejection of students with disabilities by their peers. Moreover, the behavioral beliefs of teachers vary according to the disability conditions of the students. Results show that there is no significant effect of demographic factors on the beliefs of PE teachers. Quality of experience predicts positive beliefs. The study has important implication for teacher training, provision of equipment, and support from teacher assistants.

scholarly journals Výsledky pilotní studie dotazníku SE-PETE-D, který zjišťuje důvěru studentů učitelství tělesné výchovy v jejich kompetence k realizaci výuky integrované tělesné výchovy

2013 ◽  
Vol 7 (3) ◽  
pp. 17-29 ◽  
Author(s):  
Ladislav Baloun ◽  
Martin Kudláček ◽  
Ondřej Ješina
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Adapted Physical Education ◽  
Education Majors ◽  
Education Students ◽  
Albert Bandura ◽  
Physical Education Teacher Education ◽  
Physical Education Students ◽  
Teacher Education Majors

The purpose of this work is the presentation of the questionnaire of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards the Children with Disabilities (SE-PETE-D), which should be used in the future to identify self-efficacy of the students of the teacher training in physical education. At the same time will be also presented the results of a pilot study of standardization of this questionnaire in the conditions of the Czech environment. A key concept of questionnaire is self-efficacy. and introduced its the Canadian-American psychologist Albert Bandura (1997). Apilot study and comparison encompass bachelor students took part in the teaching of physical education, students of bachelor studies in adapted physical education and students of the follow-up master degree in adapted physical education. The results show that students of bachelor studies in adapted physical education have higher self-efficacy than students of bachelor studies in physical education.

scholarly journals Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia

2020 ◽  
Vol 12 (9) ◽  
pp. 3898 ◽  
Author(s):  
Majed M. Alhumaid ◽  
Selina Khoo ◽  
Tânia Bastos
Keyword(s):  
Saudi Arabia ◽  
Physical Education ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Role Model ◽  
Physical Disabilities ◽  
Analysis Of Covariance ◽  
Physical Education Teacher Education ◽  
General Physical ◽  
General Physical Education

This study aims to determine the differences in levels of self-efficacy toward inclusion in general physical education (PE) classes among Saudi pre-service PE teachers. It also aims to evaluate the effect of independent variables with the covariate of attitude scores on participants’ self-efficacy toward including students with intellectual disabilities (ID), physical disabilities (PD), and visual impairments (VI). In total, 260 pre-service PE teachers enrolled in a university in Saudi Arabia completed the Arabic version of the self-efficacy scale for a physical education teacher education major toward children with disabilities. Repeated-measures multivariate analysis of covariance (MANCOVA) revealed that self-efficacy was highest towards including students with intellectual disability in general PE class and lowest towards students with physical disabilities. Having previous experience of observing a PE teacher teaching a student with a disability significantly influenced participants’ self-efficacy. Participants’ attitudes toward inclusion were only significant with participants’ self-efficacy toward students with physical disabilities. The findings suggest that observing a role model significantly predicts self-efficacy toward the inclusion of students with a disability.

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