Abstract

Practicum are characterized by being an essential axis in the initial teacher training of physical education teachers and create a space for development and learning articulated with theoretical knowledge relevant to the contemporary realities of educational systems. The research explores the impact of professional practices in special schools on the initial teacher training of Physical Education teachers, a crucial educational context but often underrepresented in teacher training opportunities. Based on the theory of situated knowledge, the research seeks to understand the visions and perceptions of Physical Education teachers in special schools, as well as the experiences of initial teacher training students who completed their internships in these environments. A qualitative approach is used through case studies in Chilean universities (3), emerging categories are constructed from interviews with physical education teachers (9) complemented by information gathered in focus groups (7) with students in initial training (136). The main findings reveal a lack of specific initial teacher training in inclusion, which means that the special schools significantly challenge the pre-service teachers' prior theoretical knowledge. A limited range of specialized physical education courses was also identified within the special education setting, as well as a widespread lack of awareness of the associated occupational field. The study also underscores the urgent need to contextualize the educational needs of students with disabilities and highlights how current public policies do not always consider the intrinsic characteristics of physical education within their inclusive frameworks. These results suggest a disconnect between theoretical preparation and the demands of real-life educational contexts, highlighting the need to strengthen initial teacher training curricula in Physical Education to ensure inclusive education.