Physical Education Future Teachers' Self-Efficacy toward Inclusion and Its Relation to Physiological and Affective States

This study investigated the level of future physical education teachers' self-efficacy to inclusion of students with disabilities and its relation to the source of physiological and affective states. One hundred eighty eight physical education student teachers responded to a self-efficacy scale...

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Bibliographic Details
Published inAERA Online Paper Repository
Main Authors Matias Fernandes, Mayra, Alves da Costa Filho, Roraima, Tadeu Iaochite, Roberto
Format Report
LanguageEnglish
Published AERA Online Paper Repository 05.04.2019
Subjects
Foreign Countries
Inclusion
Intellectual Disability
Physical Disabilities
Physical Education Teachers
Preservice Teachers
Self Efficacy
Students with Disabilities
Symptoms (Individual Disorders)
Teacher Attitudes
Teacher Effectiveness
Visual Impairments
Brazil
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Summary:This study investigated the level of future physical education teachers' self-efficacy to inclusion of students with disabilities and its relation to the source of physiological and affective states. One hundred eighty eight physical education student teachers responded to a self-efficacy scale towards inclusion, and the teacher self-efficacy source's scale. Participants presented moderate teacher self-efficacy for inclusion, being the inclusion of students with physical disability the strongest dimension. Physiological and affective states were related more powerfully to inclusion of students with physical disability than with intellectual and visual disability. Results support the proposition that is essential that teacher education programs offer opportunity for future teachers to develop their own competencies to promote the inclusion in the classes.