Spanish Teachers’ Perceptions of Their Preparation for Inclusive Education: The Relationship between Age and Years of Teaching Experience

Natalia Triviño-Amigo, Sabina Barrios-Fernandez, Carlos Mañanas-Iglesias, Jorge Carlos-Vivas, María Mendoza-Muñoz, José Carmelo Adsuar, Ángel Acevedo-Duque and Jorge Rojo-Ramos
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Natalia Triviño-Amigo: Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
Sabina Barrios-Fernandez: Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
Carlos Mañanas-Iglesias: Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
Jorge Carlos-Vivas: Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
María Mendoza-Muñoz: Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
José Carmelo Adsuar: Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
Ángel Acevedo-Duque: Public Policy Observatory, Universidad Autónoma de Chile, Providencia 7500912, Chile
Jorge Rojo-Ramos: Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain

IJERPH, 2022, vol. 19, issue 9, 1-12

Abstract: 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.

Keywords: inclusive education; teachers; initial preparation; ongoing preparation; perceptions (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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