Teacher Training and Inclusive Physical Education: A Systematic Review

Abstract

The central purpose of this study is to compile and analyze models, approaches, and trends in preservice training in inclusive physical education in Latin America through a systematic literature review. The methodology was structured according to the PRISMA protocol guidelines, ensuring a systematic and transparent approach to the identification and selection of relevant studies. To this end, prestigious academic databases such as PubMed, Web of Science, SPORTDISCUS, and ERIC were consulted, considering publications available in English and Spanish from the last five years. The results provided significant scientific evidence on the models, approaches, and trends that underpin the preservice training of professionals in inclusive physical education, with an emphasis on Latin America. These findings reflect theoretical models that encompass universal design for learning; cultural competence; inclusive sport; inclusive play; and the social approach to disability. Pedagogical approaches that are critically social, justice and human rights, intercultural, and culturally relevant are also considered. Service-oriented, reflective, and cooperative, expressed in trends toward the social and human rights model; and in attitude training. In pedagogical terms, the study highlights the need for a multidimensional approach to models, approaches, and trends to train professionals who foster the inclusive nature of physical education. For the Latin American context, the challenge lies in contextualizing them and imbuing them with their own identity.