Preparing Future Physical Education Teachers for Inclusion: Impact of External Practices on Primary Education Centres
Abstract
This study examines perceptions of inclusion and general self-efficacy among prospective physical education (PE) teachers after completing internships in primary education settings. Fifty-four PE students undertook internships in primary schools. Data were collected using the Teacher Training for Inclusion Questionnaire (CEFI-R) and the General Self-Efficacy Scale (EAG). Differences were analyzed according to gender, type of school (public vs. subsidized), prior experience with students with disabilities, academic performance, and the relationship between perceptions of inclusion and self-efficacy. Participants reported feeling better prepared for inclusive teaching following their internship experience. Significant differences were found based on prior experience with students with disabilities and, to a lesser extent, by gender and type of school. No significant differences were observed according to academic performance. A significant relationship was identified between perceptions of inclusion and self-efficacy. Practical teaching experience promotes positive attitudes toward inclusion and enhances self-efficacy among future PE teachers. Teacher education programs should prioritize diverse and inclusive practicum experiences to better prepare students for inclusive teaching.
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