Publication
Physical education teachers’ representations of their training to promote the inclusion of students with disabilities
| dc.contributor.author | Celestino, Tadeu | |
| dc.contributor.author | Ribeiro, Esperança | |
| dc.contributor.author | Morgado, Elsa | |
| dc.contributor.author | Silva, Levi Leonido | |
| dc.contributor.author | Pereira, Antonino | |
| dc.date.accessioned | 2024-05-03T10:37:21Z | |
| dc.date.available | 2024-05-03T10:37:21Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | School inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 +/- 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts. | pt_PT |
| dc.description.sponsorship | This work is funded by National Funds through the FCT—Foundation for Science and Technology, I.P., by project reference UIDB/05507/2020 and DOI identifier 10.54499/UIDB/05507/2020. Furthermore, we would like to thank the Centre for Studies in Education and Innovation (CI&DEI) and the Polytechnic of Viseu for their support. | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.citation | Celestino, Tadeu; Ribeiro, Esperança; Morgado, Elsa; Leonido, Levi; Pereira, Antonino (2023). Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities. Education Sciences. EISSN 2227-7102. 14:1, p. 1-13 | pt_PT |
| dc.identifier.doi | 10.3390/educsci14010049 | pt_PT |
| dc.identifier.eissn | 2227-7102 | |
| dc.identifier.uri | http://hdl.handle.net/10198/29708 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.publisher | MDPI | pt_PT |
| dc.relation | Centre for Studies in Education and Innovation | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | pt_PT |
| dc.subject | Teacher training | pt_PT |
| dc.subject | Physical education | pt_PT |
| dc.subject | Inclusion in physical education | pt_PT |
| dc.subject | School inclusion | pt_PT |
| dc.subject | Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS::Sports | pt_PT |
| dc.title | Physical education teachers’ representations of their training to promote the inclusion of students with disabilities | pt_PT |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.awardTitle | Centre for Studies in Education and Innovation | |
| oaire.awardURI | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F05507%2F2020/PT | |
| oaire.citation.endPage | 13 | pt_PT |
| oaire.citation.issue | 1 | pt_PT |
| oaire.citation.startPage | 1 | pt_PT |
| oaire.citation.title | Education Sciences | pt_PT |
| oaire.citation.volume | 14 | pt_PT |
| oaire.fundingStream | 6817 - DCRRNI ID | |
| person.familyName | Morgado | |
| person.givenName | Elsa | |
| person.identifier | AAG-7637-2021 | |
| person.identifier.ciencia-id | D018-8A4E-AD57 | |
| person.identifier.orcid | 0000-0002-3653-7876 | |
| person.identifier.scopus-author-id | ID: 3012830 | |
| project.funder.identifier | http://doi.org/10.13039/501100001871 | |
| project.funder.name | Fundação para a Ciência e a Tecnologia | |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | article | pt_PT |
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