Capacitación Docente para la Atención a la Diversidad en Futuros Docentes de Educación Secundaria

Ruiz, María Jesús Colmenero; Palomino, María Carmen Pegalajar

doi:10.17345/ute.2014.1.437

Cited by 2 publications

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“…The inclusion of students with SNES in the current educational system is an urgent challenge that continues to provoke multiple questions and encounter various difficulties [54][55][56]. In this sense, the participants specializing in mathematics argued that paying attention to diversity implies additional work for the teacher, and that this should be the responsibility of both the integration support teacher and the tutor.…”

Section: Discussionmentioning

confidence: 99%

Future Mathematics Teachers’ Perceptions towards Inclusion in Secondary Education: University of Granada

et al. 2023

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Designing and implementing inclusive practices is considered one of the basic actions for the construction of inclusive education. Actions depend largely on teachers’ attitudes, which can be modified by the training they receive. This study analyzes 73 future mathematics teachers’ perceptions of the diversity training received in the Master in Compulsory Secondary Education and Post-Secondary, Vocational Training and Language Teaching (MAES), as well as their attitudes towards diversity at the University of Granada (Spain). The participants’ ages ranged from 22 to 50 years (M = 27.12, SD = 6.45); 47.9% were cisgender women and 52.1% were cisgender men. This research was a non-experimental, descriptive, and multivariate study, developed under the assumption of the quantitative methodological paradigm. The result revealed that attention to diversity should play an important role in the teachers’ future teaching practice. Nevertheless, they were dissatisfied with the initial training received, considered themselves not qualified enough to face diversity in their classrooms, and they had an ambivalent attitude toward attention to diversity. However, attitudes and educational levels were more favorable in the case of women, older participants, and among those who had had contact with people with SNES. It is concluded that it is appropriate to continue to influence the attitudes in relation to this issue, since pedagogical training on the factors that condition the teaching–learning process in terms of attention to diversity provides greater effectiveness in this field.

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Section: Discussionmentioning

confidence: 99%

Future Mathematics Teachers’ Perceptions towards Inclusion in Secondary Education: University of Granada

et al. 2023

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“…Including students with SNES in the current educational system is an urgent challenge that has caused and continues to cause much questioning and stumbling over various difficulties [74][75][76]. The students in the mathematics specialization hold that attention to diversity does not involve extra work for the teacher, even though the teacher must be responsible for both the support teacher responsible for integration and the tutor.…”

Section: Discussionmentioning

confidence: 99%

Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

2021

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Research on teachers’ perceptions about diversity is key to understanding the different approaches to be implemented to build inclusive education. Within this framework, the perceptions and attitudes of 73 students in the Mathematics specialization of the University Master’s Degree in Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching (Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Formación Profesional y Enseñanza de Idiomas (MAES) at the University of Granada (Spain) were analyzed to determine their views about the initial training they received on attention to diversity during the Master’s program. The study is a descriptive and correlational-predictive transversal examination of the responses obtained from the “Questionnaire for preservice secondary education teachers on perceptions about attention to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). The findings demonstrate that the students—preservice secondary education teachers—held favorable attitudes toward diversity and the principle of inclusion. The findings also show that contact with persons with disability influences perception of this population. The authors conclude that better training and knowledge of the elements that condition the teaching–learning process for high-quality attention to diversity predict better pedagogical preparation in matters of attention to diversity.

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Capacitación Docente para la Atención a la Diversidad en Futuros Docentes de Educación Secundaria

Cited by 2 publications

References 1 publication

Future Mathematics Teachers’ Perceptions towards Inclusion in Secondary Education: University of Granada

Future Mathematics Teachers’ Perceptions towards Inclusion in Secondary Education: University of Granada

Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

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