Department of Human Movement Sciences, Old Dominion University, Norfolk, VA,USA.
Adapt Phys Activ Q. 2023 Feb 13;40(4):758-780. doi: 10.1123/apaq.2022-0135. Print 2023 Oct 1.
The purpose of this article is to examine the content of previously published empirical literature utilizing self-efficacy theory with regard to physical education teachers' perceived self-confidence to teach students with disabilities in general physical education. Keyword searches were used to identify relevant literature from electronic databases published from 2000 to 2022. Twenty-four articles, from 11 countries, met all inclusion criteria, and relevant data regarding participants, theory, measurement, research design, and dependent variables were extracted. Of the 24 studies, nine were survey validation, eight were experimental, six were cross-sectional, and one was mixed-methods design. Major findings across the examined studies indicate that teachers' perceptions of training, amount of experience, and support from personnel significantly influence their self-efficacy toward teaching students with disabilities.
本文旨在研究已发表的实证文献内容，这些文献使用自我效能理论探讨了普通体育教育中体育教师对残疾学生教学的自我效能感。通过关键词搜索，从 2000 年至 2022 年发表的电子数据库中确定了相关文献。来自 11 个国家的 24 篇文章符合所有纳入标准，并提取了有关参与者、理论、测量、研究设计和因变量的相关数据。在这 24 项研究中，有 9 项是调查验证，8 项是实验，6 项是横断面研究，1 项是混合方法设计。这些研究的主要发现表明，教师对培训、经验量和人员支持的看法对他们教授残疾学生的自我效能感有重大影响。
