Building bridges to inclusive educationperception of university teachers of degrees related to physical activity and physical education

  1. Marcos-Rivero, Bingen 1
  2. Ortuondo Bárcena, Jon 2
  3. Romaratezabala, Estibaliz 1
  4. Yanci, Javier 1
  1. 1 Universidad del País Vasco, España
  2. 2 Escuela Universitaria de Magisterio Begoñako Andra Mari, Derio, Vizcaya, España
Revista:
Espiral. Cuadernos del profesorado

ISSN: 1988-7701

Año de publicación: 2024

Título del ejemplar: September 2024

Volumen: 17

Número: 36

Páginas: 76-87

Tipo: Artículo

DOI: 10.25115/ECP.V17I36.9614 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Espiral. Cuadernos del profesorado

Resumen

Los objetivos del estudio fueron analizar la percepción de las dificultades, adaptaciones curriculares, formación y actitud del profesorado universitario acerca de la educación inclusiva y analizar las diferencias de la percepción en función de los años de experiencia en docencia universitaria y de los años de experiencia con alumnado con discapacidad. Se presenta un estudio descriptivo-comparativo, en el cual participaron 100 docentes universitarios del área de la Actividad Física y Deporte y de la Educación Física, que respondieron al cuestionario “La percepción de dificultades del profesorado para la inclusión educativa (DPIE)”. Para obtener los resultados del estudio se utilizó los siguientes análisis estadísticos: Alpha de Cronbach, análisis descriptivo (media, desviación típica, porcentajes y frecuencias), U de Mann-Whitney, la probabilidad de la superioridad (PS) y el estadístico Chi2. Los resultados muestran que los docentes perciben de una manera adecuada la educación inclusiva. Sin embargo, una gran parte de ellos y ellas (70%) ve necesario aumentar su formación en esta temática. Además, el profesorado con mayor experiencia docente mostró una mejor disposición a favor de la educación inclusiva (p < .01), afirmando que el alumnado con discapacidad no altera el ritmo de la clase y que por tanto tampoco perjudica al resto de estudiantes. Por otro lado, los docentes con mayor experiencia con alumnado con discapacidad se perciben mejor preparados y con mejores percepciones (p < .05) hacia la educación inclusiva que los docentes sin o con menor experiencia con alumnado con discapacidad.

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Fuente de los datos: Dialnet