Keywords
Autoeficacia Docente, Educación Inclusiva, Discapacidad, Educación Física, Formación Universitaria, Karate Inclusivo, Teacher Self-Efficacy, Inclusive Education, Disability, Physical Education, University Training, Inclusive Karate
La autoeficacia en condiciones inclusivas del alumnado universitario de Ciencias de la Actividad Física y el Deporte y Educación Primaria.
Abstract
El capítulo analiza la autoeficacia percibida para enseñar en condiciones inclusivas en alumnado universitario del doble grado de Ciencias de la Actividad Física y el Deporte y Educación Primaria, antes de participar en una experiencia formativa de karate inclusivo. Con un diseño cuasiexperimental, se describe la situación previa (pretest) de 56 estudiantes de la Universidad Pontificia Comillas mediante un cuestionario validado de autoeficacia docente en Educación Física hacia alumnado con discapacidad (intelectual, física y sensorial). Los resultados muestran niveles de autoeficacia moderados y similares entre tipos de discapacidad, con ligeras variaciones y algunos matices por sexo y curso en ítems concretos vinculados a la adaptación de reglas e instrucciones. Se discute la importancia de la formación específica y del contacto práctico con personas con discapacidad para fortalecer la competencia percibida.
This chapter examines perceived self-efficacy for inclusive teaching among university students enrolled in a double degree in Physical Activity and Sport Sciences and Primary Education, prior to taking part in an inclusive karate training experience. Using a quasi-experimental approach, the study reports baseline (pretest) data from 56 students at Universidad Pontificia Comillas, collected with a validated instrument measuring physical education teachers’ self-efficacy toward including students with disabilities (intellectual, physical and sensory). Findings indicate moderate self-efficacy levels that are broadly similar across disability types, with small variations and some differences by sex and academic year in specific items related to adapting rules and instructional strategies. The discussion highlights the role of targeted training and meaningful practical contact with people with disabilities as key components for improving future teachers’ confidence and competence in inclusive physical education contexts.
This chapter examines perceived self-efficacy for inclusive teaching among university students enrolled in a double degree in Physical Activity and Sport Sciences and Primary Education, prior to taking part in an inclusive karate training experience. Using a quasi-experimental approach, the study reports baseline (pretest) data from 56 students at Universidad Pontificia Comillas, collected with a validated instrument measuring physical education teachers’ self-efficacy toward including students with disabilities (intellectual, physical and sensory). Findings indicate moderate self-efficacy levels that are broadly similar across disability types, with small variations and some differences by sex and academic year in specific items related to adapting rules and instructional strategies. The discussion highlights the role of targeted training and meaningful practical contact with people with disabilities as key components for improving future teachers’ confidence and competence in inclusive physical education contexts.
Información detallada
Materias, derechos, colecciones e identificadores
URI / Handle
http://hdl.handle.net/11531/108803Rights
Creative Commons Reconocimiento-NoComercial-SinObraDerivada España