The Influence of School Pathologies on the Feeling of Pedagogical Incompetence in Teaching Inclusive Physical Education
DOI:
https://doi.org/10.17309/tmfv.2024.4.15Keywords:
school inclusion, learning task, inclusive physical education, inclusive practices, teachers’ perception, teachers’ pedagogical competenceAbstract
Background. Inclusion requires a variety of pedagogical skills for the successful learning and well-being of all children. Teachers face daily challenges in meeting the needs of students while ensuring quality learning and facilitating personal development, regardless of their situation.
Objectives. The study aimed to clarify the activities of students who don’t participate in physical education and how it affects teachers’ sense of pedagogical competence (TSPC) in this area, by examining the effect of other potential factors and investigating the interactions with their perceptions of their students’ participation in pedagogical activities.
Materials and methods. The research approach used to perform this study was based on a survey of 918 pathological students (5.85 ‰) and 298 physical education teachers (including 74 females, all over 21 years old) in public schools. The questionnaire consisted of three parts: socio-demographic and student engagement questions, TSPC towards teachers’ inclusive practice, and their perceptions related to students’ participation in PES educational activities. The items in the last two parts were represented in Likert 5-scale format.
Results. The results showed that boys (62.66 %) with pathologies were more physically involved, and this trend was particularly marked in rural areas (69.40 %). Only a minority of students chose alternative activities during class (14.91 % chose another subject, 8.40 % went to the library). Socio-professional factors influence perceptions and TSPC regarding the participation of students with pathologies in physical activities and other learning tasks, varying according to each type of pathology. TSPC has a highly significant effect on perceptions of students’ inclusion in motor, organizational and observational tasks (p = 0.000). Finally, when teachers feel pedagogically incompetent, this is reflected in negative attitudes and perceptions toward inclusion.
Conclusions. According to the findings of this study, it has been revealed that boys with disabilities in rural areas are more physically active than girls. Furthermore, the study indicates that teachers’ perceptions and sense of pedagogical competence have a strong influence on the inclusion of students with disabilities.
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