Students' and teachers' perspective on pedagogical practices promoting or holding up educational inclusion in Physical Education

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dc.contributor.authorCanales Nunez, Pia
dc.contributor.authorAravena Kenigs, Omar
dc.contributor.authorCarcamo-Oyarzun, Jaime
dc.contributor.authorTapia, Jorge Lorca
dc.contributor.authorMartinez-Salazar, Cristian
dc.date2018
dc.date.accessioned2021-04-30T16:40:38Z
dc.date.available2021-04-30T16:40:38Z
dc.description.abstractThe aim or 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 or 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.
dc.identifier.citationRETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION,Vol.,212-217,2018
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3219
dc.language.isoes
dc.publisherFEDERACION ESPANOLA ASOC DOCENTES EDUCACION FISICA-FEADEF
dc.sourceRETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION
dc.subject.englishSchool inclusion
dc.subject.englishphysical education
dc.subject.englishstudents
dc.subject.englishpedagogical beliefs
dc.titleStudents' and teachers' perspective on pedagogical practices promoting or holding up educational inclusion in Physical Education
dc.typeArticle
uct.catalogadorWOS
uct.indizacionESCI
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