Spanish Teachers’ Perceptions of Their Preparation for Inclusive Education: The Relationship between Age and Years of Teaching Experience
Autor
Triviño-Amigo, Natalia
Barrios-Fernandez, Sabina
Mañanas-Iglesias, Carlos
Carlos-Vivas, Jorge
Mendoza-Muñoz, María
Adsuar, José Carmelo
Acevedo-Duque, Ángel
Rojo-Ramos, Jorge
Resumen
Inclusive education (IE) refers to the education of all learners, with or without disabilities, irrespective of their status or origin, who share the same learning spaces. IE is a multidimensional approach based on rights and quality of life paradigms. As teachers are agents of change, they must have the knowledge and competencies to meet this challenge. This study aimed to find potential associations between teachers’ preparation and their age and years of teaching experience. A cross-sectional study with a sample of 1275 teachers working in early childhood, primary and secondary education was performed. They answered three dichotomic questions about their initial and ongoing preparation and The Evaluation of Teacher Preparation for Inclusion (CEFI-R) Questionnaire. The dichotomic questions showed that 26.4% of respondents felt qualified to face the challenges of their students’ diversity. There were significant inverse associations between the CEFI-R Dimension 1 (diversity conception), Dimension 3 (supports), and Dimension 4 (community participation) and the teachers’ age and years of teaching experience. This means that the higher the age or the years of experience, the teachers’ perceived preparation for inclusion is worse, which should encourage us to take measures to improve teachers’ competencies and preparedness. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
Colecciones
Ítems relacionados
Mostrando ítems relacionados por Título, autor o materia.
-
Article
Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education (2024)
Triviño-amigo, Natalia; Barrios-fernandez, Sabina; Mañanas-iglesias, Carlos; Carlos-vivas, Jorge; Adsuar, José Carmelo; Acevedo-duque, Ángel; Rojo-ramos, Jorge (MDPI, 2022)Inclusive 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 ... -
Article
Spanish Physical Education Teachers’ Perceptions about Their Preparation for Inclusive Education (2022)
Rojo-Ramos, Jorge; Manzano-Redondo, Fernando; Adsuar, Jose C.; Acevedo-Duque, Ángel; Gómez-Paniagua, Santiago; Barrios-Fernandez, Sabina (MDPI, 2022-01)The prevailing rights and quality of life approaches call for the inclusion of people with diversity and/or disabilities in society, including their participation in the educational system. There-fore, different institutions ... -
Article
Psychometric Properties of a Questionnaire to Assess Perceptions of Corporal Expression in Future Spanish Teachers (2024)
Rojo-Ramos, Jorge; Gomez-Paniagua, Santiago; Mendoza-Muñoz, María; Carlos-Vivas, Jorge; Acevedo-Duque, Ángel; García-Salirrosas, Elizabeth Emperatriz; Adsuar, José Carmelo (MDPI, 2022)Corporal expression is a content that is forgotten by most educators but has been proved to bring numerous benefits to students of all ages. Teacher perceptions and beliefs play a funda-mental role in the teaching-learning ...