scholarly journals SELF-EFFICACY OF PRE-SERVICE PHYSICAL EDUCATION TEACHER TOWARD TEACHING STUDENTS WITH DISABILITIES IN GENERAL PHYSICAL EDUCATION CLASSES IN SERBIA

2014 ◽  
Vol 7 (2) ◽  
pp. 32-46 ◽  
Author(s):  
Luka Jovanovic ◽  
Martin Kudlacek ◽  
Martin E. Block ◽  
Ivana Djordjevic
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
General Physical ◽  
General Physical Education

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

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

Physical Educators’ Judgments About Inclusion: A New Instrument for Preservice Teachers

2002 ◽  
Vol 19 (4) ◽  
pp. 435-452 ◽  
Author(s):  
Samuel R. Hodge ◽  
Nathan M. Murata ◽  
Francis M. Kozub
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Students With Disabilities ◽  
Principal Component ◽  
Physical Educators ◽  
Physical Education Teacher Education ◽  
New Instrument ◽  
Pete Programs ◽  
General Physical ◽  
General Physical Education

The purpose was to develop an instrument for use in physical education teacher education (PETE) programs that would yield valid evidence of the judgments of PETE preservice teachers toward the inclusion of students with disabilities into general physical education classes. Both the conceptualization that judgments represent the cognitive expressions of attitudes (Ajzen, 2001; Sherif & Hovland, 1961) and focus group discussions were used to create the Physical Educators’ Judgments About Inclusion (PEJI) instrument. Following content validation procedures, we administered PEJI to 272 PETE preservice teachers. Subsequent principal component analysis to generate construct validity evidence indicated 15 items should be retained; they collectively explained 53% of the variance using a three-component model. Dimensions of the PEJI pertained to judgments about inclusion, acceptance, and perceived training needs. Alpha coefficients for the three subscales ranged from .64 to .88.

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