Bridges to School Inclusion: Teacher Self-Efficacy and Disability Awareness in a Continuing Education Program in Adapted Physical Education
DOI:
https://doi.org/10.19141/jils.v14ilifestyle.2187Keywords:
teachers self-efficacy, Adapted Physical Education, continuing education, inclusion, human development and technologies, people with disabilitiesAbstract
Introduction: School inclusion has increased the demand for teacher education aimed at working in inclusive educational settings, particularly in Physical Education. In this context, teacher self-efficacy is an important construct for understanding teachers’ confidence in promoting the participation of students with disabilities.
Objective: To analyze the contributions of a continuing education program in Adapted Physical Education to the development of teacher self-efficacy and disability awareness.
Method: This descriptive study adopted a mixed-methods approach and was conducted through the implementation and evaluation of a continuing education program developed in partnership between São Paulo State University (UNESP) and the Regional Board of Education of Bauru, São Paulo, Brazil. Participants included 46 Physical Education teachers from the public school system. Data were collected through a participant characterization questionnaire, teacher self-efficacy scales, and open-ended questions.
Results: The findings indicated positive levels of self-efficacy, particularly in the dimensions related to mastery experiences, vicarious experiences, and social persuasion. Qualitative analyses indicated that practical activities, experience sharing, and reflective discussions contributed to strengthening professional confidence, expanding participants’ understanding of disability, and fostering more inclusive attitudes.
Conclusion: Continuing education programs grounded in the sources of self-efficacy proposed by Social Cognitive Theory can contribute to teachers’ professional development and to the promotion of more inclusive pedagogical practices.
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