A Descriptive Study on the Training and Attitude of Future Teachers towards Educational Inclusion

Sustainability

Patricia Polero¹  Manuel Fernández-Guerrero²  JoséCarmelo Adsuar³  Jorge Rojo-Ramos³  Fernando Manzano-Redondo³  Carlos Ferrera-Granados³  MiguelÁngel Garcia-Gordillo⁴ 

[1] Biomechanics Research and Movement Analysis Laboratory, CENUR Litoral Norte, Universidad de la República, Florida 1065, Paysandú 60000, Uruguay;Department of Didactics of Musical, Plastic and Corporal Expression, University of Extremadura, 06006 Badajoz, Spain;Department of Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, 10003 Cáceres, Spain;Faculty of Administration and Business, Universidad Autónoma de Chile, Sede Talca 3467987, Chile;

关键词: initial training;    inclusive education;    undergraduates;    future teachers;   

DOI  :  10.3390/su12198028

来源: DOAJ

【 摘 要 】

The Spanish educational system has heterogeneous and diverse students that have increasing learning needs. All this has forced it to reinvent itself, designing and applying a model of inclusive education that serves to offer a higher quality educational response to these students. One of the main pillars for achieving this challenge is the teaching staff. The aim of this study is to evaluate the training and attitudes of future teachers to work in inclusive educational environments. The present research had a sample of 245 future teachers in the degrees of Early Childhood Education and Primary Education, who answered the Teacher Training Evaluation Questionnaire for Inclusion (CEFI-R), specific to the object of study. As the main conclusions, we obtained that the perception of future teachers towards the concept of inclusion is positive and that the training they receive is adequate, although there is room for improvement. However, there is a need to adjust the curriculum, increase the period of practice and better coordinate the actions of the members involved in the educational process.

【 授权许可】

Unknown