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

Jorge Rojo-Ramos, Carlos Ferrera-Granados, Manuel Fernández-Guerrero, Fernando Manzano-Redondo, Miguel Ángel Garcia-Gordillo, Patricia Polero and José Carmelo Adsuar
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Jorge Rojo-Ramos: Department of Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, 10003 Cáceres, Spain
Carlos Ferrera-Granados: Department of Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, 10003 Cáceres, Spain
Manuel Fernández-Guerrero: Department of Didactics of Musical, Plastic and Corporal Expression, University of Extremadura, 06006 Badajoz, Spain
Fernando Manzano-Redondo: Department of Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, 10003 Cáceres, Spain
Miguel Ángel Garcia-Gordillo: Faculty of Administration and Business, Universidad Autónoma de Chile, Sede Talca 3467987, Chile
Patricia Polero: Biomechanics Research and Movement Analysis Laboratory, CENUR Litoral Norte, Universidad de la República, Florida 1065, Paysandú 60000, Uruguay
José Carmelo Adsuar: Department of Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, 10003 Cáceres, Spain

Sustainability, 2020, vol. 12, issue 19, 1-14

Abstract: 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.

Keywords: initial training; inclusive education; undergraduates; future teachers (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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