Author(s): DESAIVE, C., KEYE, I., Institution: HUMAN SCIENCES , Country: GERMANY, Abstract-ID: 2108

Introduction
Pro-inclusive attitudes and inclusion-related self-efficacy expectations are important prerequisites for the implementation of inclusive Physical Education and are considered determinants of success for the implementation of inclusive schooling for pupils. Targeted support in this regard should already be provided during university teacher training (Willems & Meyer 2019). As Caprara et al. (2006) showed, positive attitudes and self-efficacy expectations of teachers have a positive influence on pupils learning success. Following on from this, the present study records and analyses the inclusion-related attitudes and self-efficacy expectations of Physical Education Teacher Trainees at Otto von Guericke University Magdeburg.
Method
In this Analysis n=70 (m= 46, f= 24) Physical Education Teacher Students were included. The students age is from 18 to 24 years. The survey was conducted using the SACIE-R "Sentiments, Attitudes and Concerns about Inclusive Education - Revised" with 15 items and the TEIP "Teacher Efficacy for Inclusive Practice" with 18 items.
Results
No significant difference was found between the Bachelors and Masters students in the overall analysis of the results (p=.39). The mean value comparison of the genders also revealed no significant difference in the SACIE-R (p= .91), nor in the comparison of the results of the survey using the TEIP questionnaire (p= .59). In the subscale "Concerns about the implementation of inclusive teaching", a significant difference was found between the Bachelors and Masters degree programmes (p=.02, d= 0.5).
Discussion
The subscale Concerns (concerns regarding the implementation of inclusive teaching) shows a significant difference between Bachelor and Master students. The results show that Bachelor students are more likely to have concerns about inclusion in schools and inclusive Physical Education. Students state that they hardly have the necessary knowledge and skills to teach in Physical Education to learners with disabilities. Physical Education Teacher Students also rate their skills in designing individualised learning tasks for learners with disabilities as rather mediocre. A stronger integration of inclusive learning opportunities and courses in teacher training programmes is therefore becoming increasingly important.
References
Willems, A. S., & Meyer, K. (2019). What role influence factors before and during the study programme play in student teachers beliefs about school inclusion? In T. Ehmke, P. Kuhl, & M. Pietsch (Eds.), Teachers. Education. Shaping. Contributions to empirical research in teacher education (pp. 71-84). Beltz Juventa.
Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P. S. (2006). Teachers self-efficacy beliefs as determinants of job satisfaction and students‘ academic achievement: a study at the school level. Journal of School Psychology, 44(6), S. 473-490.