SELF-EFFICACY OF PRE-SERVICE TEACHERS IN MOZAMBIQUE REGARDING THE INCLUSION OF STUDENTS WITH DISABILITIES IN PHYSICAL EDUCATION CLASSESAbstract
The purpose of this study was to analyze the self-efficacy of interns students in Mozambique concerning the inclusion of students with disabilities in Physical Education (PE) classes, evaluating the competencies developed during their initial training in teaching PE from an inclusive perspective. A total of 149 pre-service teachers took part, 109 males (mean age=24.46 ± SD=3.16) and 40 females (mean age=21.38± SD=5.18) recruited from PE programs at five public universities in Mozambique. The Self-Efficacy in Inclusive Physical Education Scale (SEIPE) validated for the Mozambican context was used. The main results revealed a moderately low level of self-efficacy, highlighting the importance of the quality of initial training in the perception of confidence in teaching students with disabilities in PE classes, which leads us to suggest a restructuring of Teacher Preparation in addition to training specialists for specific areas of inclusive PE.
Keywords
Physical education; Inclusion; Initial teacher training; Self-efficacy; Mozambique