Perception of self-efficacy toward inclusive education among future Physical Education Teachers: a study in three South American Countries

Abstract

Introduction: Inclusive education requires competent teachers who are able to address the diversity present in classrooms. In this regard, understanding preservice teachers’ perceptions of self-efficacy may contribute to strengthening their future professional practice.

Objetive: Analyze the perceived self-efficacy of pre-service Physical Education teachers in Argentina, Chile, and Uruguay for developing inclusive practices in educational contexts involving students with intellectual, physical, or visual disabilities.

Methodology: A quantitative, descriptive–comparative design was employed, using the questionnaire “Perceived Self-Efficacy towards Inclusive Education in Pre-Service Physical Education Teachers” applied to a sample of 90 final-year university students. Descriptive statistics and non-parametric comparisons were conducted.

Result: The results indicate that participants report moderate to high levels of perceived self-efficacy, particularly in items related to peer collaborative strategies. However, challenges were identified in managing safe environments for students with visual impairments. Comparative analysis revealed significant differences between countries, mainly regarding perceived self-efficacy in working with students with intellectual and physical disabilities.

Conclusions: Preservice Physical Education teachers from Argentina, Chile, and Uruguay demonstrate moderate to high levels of self-efficacy for implementing inclusive practices with students with disabilities. Collaborative peer support emerged as a key strength, although challenges remain regarding safety, attention management, and the adaptation of motor activities.