Preparando a los Futuros Docentes de Educación Física para la Inclusión: Impacto de las Prácticas Externas en Centros de Educación Primaria
Resumen
Este estudio analiza la percepción de la inclusión y la autoeficacia general entre futuros profesores de educación física tras realizar prácticas en centros de educación primaria. Cincuenta y cuatro estudiantes de educación física completaron prácticas en centros de educación primaria. Los datos se recopilaron utilizando el Cuestionario de Formación Docente para la Inclusión (CEFI-R) y la Escala de Autoeficacia General (EAG). Se analizaron las diferencias basadas en sexo, tipo de centro (público vs. concertado), experiencia con estudiantes con discapacidades, promedio de calificaciones y la relación entre la percepción de inclusión y la autoeficacia. Los participantes informaron sentirse más preparados para la enseñanza inclusiva después de las prácticas. Se encontraron diferencias significativas basadas en la experiencia con estudiantes con discapacidades y, en menor medida, en sexo y tipo de centro. No se encontraron diferencias basadas en el promedio de calificaciones. Se identificó una relación significativa entre la percepción de inclusión y la autoeficacia. La experiencia práctica fomenta actitudes positivas y autoeficacia en futuros profesores de educación física. Los programas educativos deberían enfatizar experiencias prácticas diversas e inclusivas para preparar mejor a los docentes
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