ABSTRACT

Physical Education (PE) teachers are subject to a great deal of social stereotyping. The goal of the study is to analyze the main reasons and motivations of three future PE teachers (two females and one male) with motor disabilities to undertake the profession in the future. Their families and the teachers who have taught them also participate. The disabilities are an arm amputation, severe hip dysmetry and Tourette’s syndrome. These future teachers, under a reflective perspective, expose the reasons and motivations why they want to be PE teachers, specifying diversity of experiences in the past and how they would like to teach the subject in the future. The introduction discusses whether disability fits into the ideal body type of PE, delving into the theories of social identity [Tajfel & Turner, 1979 Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks- Cole. [Google Scholar]. An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks- Cole] and social desirability (Paulhus, 2002 Paulhus, D. L. (2002). Socially desirable responding: The evolution of a construct. In H. I. Braun, D. N. Jackson, & D. E. Wiley (Eds.), The role of constructs in psychological and educational measurement (pp. 49–69). Erlbaum. [Google Scholar]). A qualitative approach is used in which three categories (established prior to obtaining the results) of analysis are established: (a) Motivations for being a PE teacher; (b) Limitations and obstacles exercised by society; and (c) Professional identity and conception of PE. Interviews with participants and their families, narrative journals and discussion groups are the data collection instruments used. The results show how, despite the fact that the motivation of future teachers is high (want to be physical education teachers above any other profession), the social constraints they face in order to achieve their dream are diverse. These obstacles are manifested in derogatory comments and lack of infrastructure and adapted material to be able to practice. Families and teachers agree that there is still a long way to go to achieve inclusion, especially in the area of PE. This inclusion refers to the acceptance into the subject of all students, regardless of their physical and psychological characteristics. It is essential to continue researching about disability and PE, since it allows breaking down a variety of existing barriers about the beliefs that people with disabilities have about the limitations of teaching the subject.

摘要

体育（PE）教师受到大量社会成见。本研究的目的是分析未来三名有运动障碍的体育教师（两女一男）从事该专业的主要原因和动机。他们的家人和教过他们的老师也参与其中。残疾是手臂截肢、严重的髋关节失衡和图雷特综合症。这些未来的教师，在反思的视角下，揭示了他们想成为体育教师的原因和动机，具体说明了过去的多样化经历以及他们将来想如何教授这门学科。引言讨论了残疾是否适合 PE 的理想体型，深入研究社会认同理论 [Tajfel & Turner, 1979 Tajfel, H.和Turner, JC ( 1979 年)。群体间冲突的综合理论。In WG Austin & S. Worchel (Eds.), The social Psychology of intergroup Relations (pp. 33 – 47 )。布鲁克斯-科尔。 [谷歌学术]。群体间冲突的综合理论。In WG Austin & S. Worchel (Eds.),The social(pp. 33–47)。Brooks-Cole] 和社会期望（Paulhus，2002 Paulhus，DL（2002 年）。社会期望的反应：结构的演变。在HI Braun、DN Jackson和DE Wiley（Eds.）中，建构在心理和教育测量中的作用（第49 – 69页）。厄尔鲍姆。 [谷歌学术]）。使用定性方法，其中建立了三类分析（在获得结果之前建立）： (a) 成为体育教师的动机；(b) 社会施加的限制和障碍；(c) PE 的专业身份和概念。对参与者及其家人的采访、叙事日志和讨论组是使用的数据收集工具。结果表明，尽管未来教师的积极性很高（希望成为体育教师，高于任何其他职业），但他们为实现梦想而面临的社会约束是多种多样的。这些障碍体现在贬义评论和缺乏基础设施和适应材料以能够实践。家庭和老师一致认为，要实现包容还有很长的路要走，特别是在PE领域。这种包容是指接受所有学生的学科，无论他们的身体和心理特征如何。继续研究残疾和体育是至关重要的，因为它可以打破各种现有的障碍，即残疾人对教授该学科的局限性的信念。