Students’ Perceptions of Teacher Training for Inclusive and Sustainable Education: From University Classrooms to School Practices

Xènia Garcia-Vallès, Mar Badia Martín (), Josep Maria Sanahuja Gavaldà and Antonio Pérez Romero
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Xènia Garcia-Vallès: Department of Education, Catalan Government, 08006 Barcelona, Catalonia, Spain
Mar Badia Martín: Department of Basics, Developmental and Educational Psychology, Autonomous University of Barcelona, 08193 Bellaterra, Barcelona, Spain
Josep Maria Sanahuja Gavaldà: Department of Applied Pedagogy, Autonomous University of Barcelona, 08193 Bellaterra, Barcelona, Spain
Antonio Pérez Romero: Department of Applied Pedagogy, Autonomous University of Barcelona, 08193 Bellaterra, Barcelona, Spain

Sustainability, 2024, vol. 16, issue 10, 1-17

Abstract: Teachers are the pillar for the development of inclusion. Hence, their initial training becomes a matter of relevance for the success of creating inclusive schools. This work contributes to the achievement of the Sustainable Development Goal 4: ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The other objectives were to delimit the competences in inclusive education for teachers and analyse the perception of future teachers in the acquisition of IE competences in the context of university classrooms and internship centres. This research was carried out with 315 students from Catalan public universities through a questionnaire to assess their perception of these competencies. The results show that competences related to leadership in educational environments, inclusive values, or the identification of the students’ abilities are being developed in internship centres. However, the university classroom context lead to the development of competences related to cooperative learning and assessment. In addition, there are significant differences between students who follow specialised teacher training in special needs and those who do not follow it. In conclusion, there is a need to extend specific training to all students and for a greater interrelationship between the training for developing competences in both contexts.

Keywords: inclusive education; university; sustainable education; competences (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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