Modeling the Elements of a Training Plan Aimed at Physical Education Teachers When Working With Students With Disabilities: The Case of Cordoba, Spain

Authors

DOI:

https://doi.org/10.18666/TPE-2020-V77-I5-10195

Keywords:

physical education, training demands, exploratory factor analysis, students with motor disabilities

Abstract

The aim of this article is to respond, by means of a nonexperimental empirical study, to the training professional demands of primary education teachers, who understand that their professional undertaking must be fully inclusive of all student profiles. By means of a scaled assessment questionnaire, this article describes the training needs of a representative and standardized group of teachers in the Spanish city of Cordoba. Additionally, through the application of factor analysis, it channels these demands into training modules that should guide specific teaching activities in the future. The principal components extracted understand continuing professional development through five spheres of actions: the teaching of physical education, education and teaching tools, working strategies in the classroom, teaching abilities, and information communication technologies resources. These basic training lines pursue the triple goal of ensuring the professional development of teachers, promoting academic success among all students, and fostering quality teaching.

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Published

2020-11-30

Issue

Vol. 77 No. 5 (2020)

Section

Articles

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