Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain

Juan José Leiva-Olivencia, Maria Carmen López-Berlanga, Antonio Miñán Espigares and Francisco Villegas Lirola
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Juan José Leiva-Olivencia: Department of Didactic and Organization in School, University of Malaga, 29010 Málaga, Spain
Maria Carmen López-Berlanga: Department of Education, Faculty of Education Sciences, University of Almería, 04120 Almería, Spain
Antonio Miñán Espigares: Department of Didactic and Organization in School, University of Granada, 18071 Granada, Spain
Francisco Villegas Lirola: Department of Education, Faculty of Education Sciences, University of Almería, 04120 Almería, Spain

Sustainability, 2021, vol. 13, issue 9, 1-13

Abstract: Inclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity as a characteristic element of education and today’s society. The objective of this study was to explore the perceptions of compulsory education teachers (primary and secondary) about teacher training, resources, and after-school activities in the care of students with specific educational support needs associated with disability in 12 Autonomous Communities of Spain. A survey has been carried out, for which an ad hoc questionnaire was built, involving 2457 docents. A descriptive and inferential analysis has been carried out by means of an average comparison between each issue and the different intrapersonal factors. Specifically, two types of tests have been used, using the SPSS version 25 program for analysis: testing independent samples (Levene test and t -test for equal means) and one-way ANOVA according to the type of independent variable considered. Among the results is the need to increase teacher training in inclusive education, the existence of divergences on the material, and spatial resources available for diversity care. Similarly, the relevance of after-school activities was identified as initiatives and spaces for the visibility of diversity and culture of inclusion in schools.

Keywords: inclusive education; teacher training; resources and materials; extracurricular activities (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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