What question did this study set out to answer?

To synthesize international research examining physical education teachers' attitudes and self-efficacy toward the inclusion of students with disabilities, and to propose a research framework for future investigations and interventions.

January 28, 2019Physical Education and Sport Pedagogy

Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature

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Authors

YHYeshayahu HutzlerIsrael Sports Center for the Disabled SMStefan MeierUniversity of Vienna SRSabine ReukerGerman Sport University Cologne

Discussion

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Implication

Narrative review reveals key determinants of physical education teachers' attitudes and self-efficacy toward disability inclusion, highlighting targets for evidence-based training interventions.

Key Points

To synthesize international research examining physical education teachers' attitudes and self-efficacy toward the inclusion of students with disabilities, and to propose a research framework for future investigations and interventions.
Searched SPORTDiscus, MEDLINE, and Google Scholar for peer-reviewed literature using terms related to physical education teachers, inclusion, disability, attitudes, and self-efficacy.
Framed literature using Social Learning Theory and the Theory of Planned Behavior to evaluate teacher perceptions and assessment instruments.
Identified 75 eligible articles, consisting of 54 on teachers' attitudes, 12 on self-efficacy (with 3 evaluating both), and 12 review or viewpoint publications.
Determined that attitudes and self-efficacy are primarily influenced by prior disability experience, specialized academic training, teacher gender, school environmental culture, and the nature or severity of the disability.
Formulated an interactive model linking teacher, school, and disability attributes to attitudes and self-efficacy, which directly moderate inclusive instructional behavior via a continuous feedback loop.

Cite This Study

Hutzler et al. (2019) studied this question.

synapsesocial.com/papers/6a122b09a2d24b27c166c767 https://doi.org/10.1080/17408989.2019.1571183

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January 28, 2019Physical Education and Sport Pedagogy

Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature

View Full Paper

Ask AI

Bookmark

Authors

YHYeshayahu HutzlerIsrael Sports Center for the Disabled SMStefan MeierUniversity of Vienna SRSabine ReukerGerman Sport University Cologne

Discussion

Member takes

Implication

Narrative review reveals key determinants of physical education teachers' attitudes and self-efficacy toward disability inclusion, highlighting targets for evidence-based training interventions.

Key Points

To synthesize international research examining physical education teachers' attitudes and self-efficacy toward the inclusion of students with disabilities, and to propose a research framework for future investigations and interventions.
Searched SPORTDiscus, MEDLINE, and Google Scholar for peer-reviewed literature using terms related to physical education teachers, inclusion, disability, attitudes, and self-efficacy.
Framed literature using Social Learning Theory and the Theory of Planned Behavior to evaluate teacher perceptions and assessment instruments.
Identified 75 eligible articles, consisting of 54 on teachers' attitudes, 12 on self-efficacy (with 3 evaluating both), and 12 review or viewpoint publications.
Determined that attitudes and self-efficacy are primarily influenced by prior disability experience, specialized academic training, teacher gender, school environmental culture, and the nature or severity of the disability.
Formulated an interactive model linking teacher, school, and disability attributes to attitudes and self-efficacy, which directly moderate inclusive instructional behavior via a continuous feedback loop.

Cite This Study

Hutzler et al. (2019) studied this question.

synapsesocial.com/papers/6a122b09a2d24b27c166c767 https://doi.org/10.1080/17408989.2019.1571183

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