Students’ and teachers’ perspective on pedagogical practices promoting or holding up educational inclusión in Physical Education
Students’ and teachers’ perspective on pedagogical practices promoting or holding up educational inclusión in Physical Education
Authors
Canales Nuñez, Pia
Aravena Kenigs, Omar
Carcamo Oyarzun, Jaime
Tapia, Jorge
Martínez Salazar, Cristian
Aravena Kenigs, Omar
Carcamo Oyarzun, Jaime
Tapia, Jorge
Martínez Salazar, Cristian
Authors
Date
Datos de publicación:
Retos, Vol.34, 212-217
Keywords
Creencias Pedagógicas - Educación física en Niños - Inclusión Escolar - Prácticas Pedagógicas-Educación Física
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Abstract
The aim of the present investigation was to analyze students’ perception of the practices that favor or obstruct educational inclusion in Physical Education settings. Also, to inquire about teachers’ beliefs on the subject. The study has an exploratory-descriptive scope and uses a mixed method. Participants included were 163 students in the 7th and 8th grade of the Temuco and Los Angeles, Chile, and 7 teachers of Physical Education at all levels, all of whom were intentionally selected. The instruments of data collection were a questionnaire of inclusive practices, and in-depth interviews. Factors that favor inclusion include physical education teachers’ personal skills, and the class as an environment that benefits relationships. As a hindrance factor, homogeneity of activities arises, constant competition, and hetero-evaluation as the main means to evaluate the achievement of students’ learning