Percepciones de los profesores universitarios sobre la formación inicial de los profesores de educación física desde una perspectiva integradora en Mozambique (Perceptions of university professors on the initial training of physical education teachers from an inclusive perspective in Mozambique)
DOI:
https://doi.org/10.47197/retos.v60.108646Palabras clave:
formación, inclusión, profesores, percepción, mozambiqueResumen
El objetivo de esta investigación fue analizar la percepción de los profesores de tres facultades públicas de Educación Física (EF) de Mozambique, con el fin de comprender sus prácticas pedagógicas de forma inclusiva. En este contexto, se realizó una entrevista semiestructurada a tres profesores universitarios de educación física que trabajan en áreas inclusivas. Tras el análisis de contenido, las declaraciones se agruparon en tres categorías: a) Formación inicial del profesorado; b) Percepción del currículo y de las asignaturas inclusivas en la formación inicial; c) Apreciación de las barreras. Los resultados de la investigación apuntan a una visión positiva de la formación inicial en Educación Física Inclusiva (EFI), sin embargo se señalaron algunos desafíos como: falta de programas de formación para profesores y futuros profesores; insuficientes contenidos específicos vinculados a la inclusión dentro de los currículos de formación y poco trabajo sobre el componente práctico a lo largo de la formación. Estos resultados nos llevan a recomendar propuestas de formación continua a largo plazo y de reestructuración curricular en los cursos de EF a través de propuestas y adiciones a los programas de formación inicial.
Palabras clave: Formación inicial, inclusión, profesores, percepción, Mozambique
Abstract. The purpose of this study was to analyse the perceptions of teachers from three public Physical Education (PE) faculties in Mozambique, in order to understand their pedagogical practices from an inclusive perspective. In this context, a semi-structured interview was conducted with three university PE teachers who work in inclusive areas. After content analysis, the statements were grouped into three categories: a) Initial teacher training; b) Perception of the curriculum and inclusive subjects in initial training; c) Appreciation of barriers. The results of the research point to a positive view of initial training in Inclusive Physical Education (IPE), however some challenges were pointed out such as: lack of training programs for teachers and future teachers; insufficient specific content linked to inclusion within the training curricula and little work on the practical component throughout training. These results lead us to recommend proposals for long-term continuing education and curricular restructuring in PE courses through proposals and additions to initial training programs.
Keywords: Initial training, inclusion, teachers, perception, Mozambique
Citas
Abellán, J., Sáez-gallego, N. M., Reina, R., Ferriz, R., & Navarro-patón, R. (2019). Percepción de autoe cacia hacia la inclusión en futuros maestros de educación física. 28, 143–156.
Alcalá Del Olmo Fernández, M. J., Santos Villalba, M. J., Leiva, J. J., & Matas, A. (2020). Sostenibilidad Curricular: Una Mirada desde las Aportaciones del Profesorado de la Universidad de Málaga. Revista Internacional de Educación Para La Justicia Social, 9(2), 30–326. https://doi.org/10.15366/riejs2020.9.2.015
Alfrey, L., & Jeanes, R. (2023). Challenging ableism and the ‘disability as problem’ discourse: How initial teacher educa-tion can support the inclusion of students with a disability in physical education. Sport, Education and Society, 28(3), 286–299. https://doi.org/10.1080/13573322.2021.2019698
Alhumaid, M. M., & Khoo, S. (2021). The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers ’ Self-Efficacy towards Inclusion in Saudi Arabia.
Amado, J. (2014). Manual de investigação qualitativa em educação (2a). Imprensa da Universidade de Coimbra. https://doi.org/10.14195/978-989-26-0879-2
Arnaiz-Sánchez, P., De Haro-Rodríguez, R., Caballero, C. M., & Martínez-Abellán, R. (2023). Barriers to Educational Inclusion in Initial Teacher Training. Societies, 13(2), 31. https://doi.org/10.3390/soc13020031
Barber, W. (2018). Inclusive and accessible physical education: Rethinking ability and disability in pre-service teacher education. Sport, Education and Society, 23(6), 520–532. https://doi.org/10.1080/13573322.2016.1269004
Bardin, L. (2000). Análise de conteúdo. Lisboa: Edições 70.
Berikkhanova, G., Ospanova, B., Yermenova, B., Zharmukhametova, R., Sultanova, N., & Urazbaeva, A. (2021). The Effectiveness of the Training Model of the Future Teacher in Conditions of Inclusive Education. International Journal of Education and Practice, 9(4), 670–686. https://doi.org/10.18488/journal.61.2021.94.670.686
Block, M. E., & Healy, S. (2016). P reparing F uture P hysical E ducators for I nclusion: C hanging the P hysical E ducation T eacher T raining P rogram. 2008–2011.
Campos, M. J. C., Ferreira, J. P., & Block, M. E. (2015). Exploring Teachers’ Voices about Inclusion in Physical Educa-tion: A Qualitative Analysis with Young Elementary and Middle School Teachers. Comprehensive Psychology, 4, 10.IT.4.5. https://doi.org/10.2466/10.IT.4.5
Celestino, T., Pereira, A., & Ribeiro, E. (2022). Formação de professores de educação física para a inclusão: representações de professores universitários. Cadernos de Educação Tecnologia e Sociedade, 15(se1), 47–64. https://doi.org/10.14571/brajets.v15.nse1.47-64
Celestino, T., Ribeiro, E., Morgado, E. G., Leonido, L., & Pereira, A. (2023). Physical Education Teachers’ Representa-tions of Their Training to Promote the Inclusion of Students with Disabilities. Education Sciences, 14(1), 49. https://doi.org/10.3390/educsci14010049
Chambal, L. A., & Bueno, J. G. S. (2014). A formação de professores na perspetiva da Educação Inclusiva em Moçambique: Uma perspectiva crítica. Cadernos CEDES, 34(93), 225–239. https://doi.org/10.1590/S0101-32622014000200006
da Silva, J. H., & Medeiros, T. N. (2018). Educação Física e a Formação Docente para a Inclusão. 10.
DIPLAC. (2019). Lançamento da Estratégia da Educação Inclusiva e Desenvolvimento da Criança com Deficiência 2020-2029. Retrieved June 22, 2024, from https://www.unicef.org/mozambique/comunicados-de-imprensa/lan%C3%A7amento-da-estrat%C3%A9gia-da-educa%C3%A7%C3%A3o-inclusiva-e-desenvolvimento-da-crian%C3%A7a
EADSNE. (2012). Formação de Professores para a Inclusão: Perfil de Professores Inclusivos. Bruxelas, Bélgica: Agência Europeia para o Desenvolvimento da Educação Especial.
EEIDCD. (2020). (EEIDCD, 2020). - Pesquisa Google. Retrieved June 22, 2024, from https://www.google.com/search?client=firefox-b-d&q=%28EEIDCD%2C+2020%29.
Flores, P. P., Caraçato, Y. M. D. S., Anversa, A. L. B., Solera, B., Costa, L. C. A. D., Oliveira, A. A. B. D., & Souza, V. D. F. M. D. (2018). Formação inicial de professores de educação física: Um olhar para o estágio curricular supervisionado. Caderno de Educação Física e Esporte, 17(1), 61–68. https://doi.org/10.36453/2318-5104.2019.v17.n1.p61
Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163–169. https://doi.org/10.1080/1045988X.2016.1231109
Foley, J., Santarossa, S., Tindall, D. W., & Lieberman, L. J. (2020). The Impact of a Summer Sports Camp for Children with Visual Impairments on the Self-Efficacy of Physical Education Pre-Service Teachers: A Pilot Study. European Journal of Adapted Physical Activity, 13(1), 3–3. https://doi.org/10.5507/euj.2019.011
Grassi-Roig, M., Pérez-Tejero, J., & Coterón, J. (2022). Efectos de una formación en inclusión sobre la autoeficacia del profesorado de Educación Física (Effects of an inclusive Physical Education workshop on teachers’ self- efficacy). Cul-tura, Ciencia y Deporte, 17(51). https://doi.org/10.12800/ccd.v17i51.1649
Hebinck, M., Boisvert, M., Labbé, M., Périnet-Lacroix, R., Brisebois, J., Best, K. L., & Robert, M. T. (2023). Identify-ing Facilitators and Barriers in Quebec Schools to Promote Inclusive Physical Education. Disabilities, 3(4), 608–620. https://doi.org/10.3390/disabilities3040039
Lamata, C., Grassi, M., Coterón, J., Becerra-Muñoz, W., & Pérez-Tejero, J. (2024). The inclusion of students with special educational needs in physical education according to the opinion of its protagonists: A qualitative study in Spain. Sport, Education and Society, 1–15. https://doi.org/10.1080/13573322.2024.2309350
Langa, E. M. (2020). Desafios da formação dos Professores em Moçambique. In M. A. Barreto, C. Carvalho, & F. Santos (Eds.), COOPEDU IV — Cooperação e Educação de Qualidade: Livro de Atas (pp. 347–358). Lisboa: Centro de Estudos Internacionais. Retrieved from http://books.openedition.org/cei/1177
Lirgg, C. D., Gorman, D. R., Merrie, M. D., & Shewmake, C. (2017). Exploring Challenges in Teaching Physical Edu-cation to Students with Disabilities. PALAESTRA, 31(2). Retrieved from https://js.sagamorepub.com/index.php/palaestra/article/view/8428
Lorente-Echeverría, S., Canales-Lacruz, I., & Murillo-Pardo, B. (2023). Visión del docente universitario sobre la inclu-sión de la sostenibilidad curricular en la formación de maes-tros de Educación Física de la Universidad de Zaragoza (University teachers’ views on the inclusion of curricular sustainability in the training of Physical Education teachers at the University of Zaragoza). Retos, 50, 583–592. https://doi.org/10.47197/retos.v50.99374
Machava, E. J. (2023). visão dos professores de educação física face ao estágio actual da educação inclusiva nas escolas secundárias públicas em maputo (moçambique). Educere et Educare, 18(46), 206–228. https://doi.org/10.48075/educare.v18i46.30783
Maher, A. J., & Fitzgerald, H. (2020). Initial teacher education and continuing professional development: The perspec-tives of special school physical education teachers. Curriculum Studies in Health and Physical Education, 11(1), 18–33. https://doi.org/10.1080/25742981.2019.1696687
Marron, S., & Morris, S. (2018). Inclusion in physical education: Perceptions of Irish and Swiss student teachers follow-ing participation in a European exchange programme. European Journal of Adapted Physical Activity, 11(1), 1–14. https://doi.org/10.5507/euj.2018.002
Mazalo, J. V., Ramos, R. H., Xavier, W. D. S., Bambamba, J. D. M., & Bambamba, Â. E. (2023). Políticas de acesso e inclusão de alunos com deficiência visual na educação em Moçambique. Research, Society and Development, 12(14), e119121444577. https://doi.org/10.33448/rsd-v12i14.44577
Montás García, M., & Sánchez Moreno, M. (2022). Formación inicial docente de educación física: Barreras que desafían al profesorado universitario (Initial training of physical education teachers: barriers that challenge university profes-sors). Retos, 46, 529–537. https://doi.org/10.47197/retos.v46.94601
Moraes, T., Batos, T., & Rodrigues, P. (2022). Atitudes e Autoeficácia dos Professores de Educação F ísica em Relação à Inclusão: Estudo Centrado na Região de Lisboa – Portugal AtitItudes and Self-effIcacy of Physical Education Teachers t Towards the Inclusion: Study Focused on the Lisbon Region. Revista da UI_IPSantarém, Vol. 10 N.o 4, 68-85 Páginas. https://doi.org/10.25746/RUIIPS.V10.I4.29101
Naong, M. N., & Mateusi, C. M. (2014). Overcoming inclusive classroom challenges for teachers: A lesotho case-study. 12(2).
Nowland, L. A., & Haegele, J. A. (2023). The Self-Efficacy of Physical Education Teachers to Teach Students With Dis-abilities: A Systematic Review of Literature. Adapted Physical Activity Quarterly, 40(4), 758–780. https://doi.org/10.1123/apaq.2022-0135
Parlebas, P. (2020). Educación física y praxiología motriz. Conexões, 18, e020029. https://doi.org/10.20396/conex.v18i0.8659657
Reina, R., Íñiguez-Santiago, M. C., Ferriz-Morell, R., Martínez-Galindo, C., Cebrián-Sánchez, M., & Roldan, A. (2022). The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education. European Journal of Special Needs Education, 37(1), 57–73. https://doi.org/10.1080/08856257.2020.1842973
Reis, M. X. D., Eufrásio, D. A., & Bazon, F. V. M. (2010). A formação do professor para o ensino superior: Prática docente com alunos com deficiência visual. Educação Em Revista, 26(1), 111–130. https://doi.org/10.1590/S0102-46982010000100006
Rekaa, H., Hanisch, H., & Ytterhus, B. (2019). Inclusion in Physical Education: Teacher Attitudes and Student Experi-ences. A Systematic Review. International Journal of Disability, Development and Education, 66(1), 36–55. https://doi.org/10.1080/1034912X.2018.1435852
Richards, K. A. R., & Wilson, W. J. (2020). Recruitment and initial socialization into adapted physical education teacher edu-cation. 26(1), 54–69. https://doi.org/10.1177/1356336X18825278
Rix, J., Sheehy, K., Fletcher-Campbell, F., Crisp, M., & Harper, A. (2013). Exploring provision for children identified with special educational needs: An international review of policy and practice. European Journal of Special Needs Educa-tion, 28(4), 375–391. https://doi.org/10.1080/08856257.2013.812403
Rodrigues, D., & Rodrigues, L. (2017). Educação Física: Formação de professores e inclusão. Praxis Educativa, 12(2), 317–333. https://doi.org/10.5212/PraxEduc.v.12i2.0002
Santos, A. F. dos. (2021). O papel da prática na formação inicial de professores. São Paulo, SP: Moderna.
Sarton, E., & Smith, M. (2018). The challenge of inclusion for children with disabilities–experiences of implementation in Eastern and Southern Africa. UNICEF Think Piece Series: Disability Inclusion, 2. Retrieved from https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/EducationThinkPieces_7_DisabilityInclusion.pdf
Smith, K. (2021). Educating teachers for the future school- the challenge of bridging between perceptions of quality teaching and policy decisions:reflections from Norway. European Journal of Teacher Education, 44(3), 383–398. https://doi.org/10.1080/02619768.2021.1901077
Taliaferro, A. R., Hammond, L., & Wyant, K. (2015). Preservice Physical Educators’ Self-Efficacy Beliefs Toward In-clusion: The Impact of Coursework and Practicum. Adapted Physical Activity Quarterly, 32(1), 49–67. https://doi.org/10.1123/apaq.2013-0112
Teixeira, L. O., Guimarães, B. D. A., Pereira, R. R., & Faciola, R. A. (2021). Inclusão no Ensino Superior: Percepções de docentes de uma universidade pública da região norte do Brasil. Research, Society and Development, 10(8), e9510816843. https://doi.org/10.33448/rsd-v10i8.16843
Tindall, D., Culhane, M., & Foley, J. T. (2016). Pre-service teachers’ self-efficacy towards children with disabilities: An Irish perspective. European Journal of Adapted Physical Activity, 9(1), 27–39. https://doi.org/10.5507/euj.2016.003
Torres, C. H., Guerrero, M. H., & Ávalos, P. M. (2020). Profesores noveles de educación física: Percepciones sobre su formación docente en base al desempeño en el sistema escolar (Novel physical education teachers: perceptions on their teaching training based on performance in the school system). Retos, 38, 396–405. https://doi.org/10.47197/retos.v38i38.75212
UNICEF. (2017). Inclusive Education—Including children with disabilities in quality learning: What needs to be done? Inclusive Education.
Wong, M. W., & Chik, M. P. (2016). Inclusive education policy in the Hong Kong primary music classroom. Arts Educa-tion Policy Review, 117(2), 130–140. https://doi.org/10.1080/10632913.2014.966286
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Retos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess