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dc.contributor.authorTriviño-amigo, Natalia
dc.contributor.authorBarrios-fernandez, Sabina
dc.contributor.authorMañanas-iglesias, Carlos
dc.contributor.authorCarlos-vivas, Jorge
dc.contributor.authorAdsuar, José Carmelo
dc.contributor.authorAcevedo-duque, Ángel
dc.contributor.authorRojo-ramos, Jorge
dc.date.accessioned2024-04-10T06:04:30Z
dc.date.available2024-04-10T06:04:30Z
dc.date.issued2022
dc.identifier10.3390/ijerph19063647
dc.identifier.issn16617827
dc.identifier.urihttps://hdl.handle.net/20.500.12728/10889
dc.description.abstractInclusive education is a right for every student, being one of the current challenges with which the education system is struggling. The teacher’s role in this process is essential in building an inclusive and transformative school. This study aims to measure Spanish secondary school teachers’ perceptions of their preparation to address inclusive education, exploring whether there are differences concerning their gender. A total of 420 Spanish secondary school teachers responded to three dichotomous questions about their initial and ongoing preparation using the Evaluation of Teacher Education for Inclusion Questionnaire (CEFI-R). The results suggest that there are no significant differences between men and women regarding their perceived readiness to deal with diversity. However, women seem to be more confident in their competence, as they show less need for preparation in addressing the diversity of needs in their students with disabilities, and in promoting inclusive education. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.es_ES
dc.language.isoenes_ES
dc.publisherMDPIes_ES
dc.subjectDisabilityes_ES
dc.subjectGenderes_ES
dc.subjectInclusive educationes_ES
dc.subjectPerceptionses_ES
dc.subjectSpecial needses_ES
dc.subjectTeacher preparationes_ES
dc.titleDifferences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Educationes_ES
dc.typeArticlees_ES


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