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

Abstract

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.

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

“…In addition to the above, the participants stated that taking the generic module "Educational processes and contexts" allowed them to gain knowledge about students' needs, the resources and services provided, legislation, as well as basic aspects of this field of study. These positive perceptions are contradicted by the results of research by Avramidis and Norwich [9], Sharma et al [23], Carpenter and Cai [66], Flores and Villardón [20], and Caurcel et al [10], which conclude that there was a lack of demand for initial training among future secondary education teachers in relation to the issues raised.…”

“…From this point of view, the MAES is considered a training opportunity for inclassroom training practice directed at the acquisition of specific didactic and psychopedagogical areas of knowledge and oriented toward improving the quality of the attention paid to diversity [8,10,23,59].…”

“…However, they are indecisive about how to participate in that process when they have to attend to it, and they have difficulties in attending to the diversity in their classroom. The results of studies by Avramidis and Norwich [9], Pegalajar-Palomino and Colmenero-Ruiz [6], Caurcel et al [10], and Rojo-Ramos et al [7] reflect that teachers have positive attitudes towards inclusion, although they consider it more appropriate that students with specific needs for educational support (SNES) continue to receive support in the special education classroom with a special education teacher. In this sense, authors such as Rojo-Ramos et al [7] consider it necessary to review the curriculum and make adjustments to avoid inequalities.…”

“…Addressing diversity in mathematics is not a simple task. Mathematics teaching is a challenge for teachers in the secondary and post-secondary levels due to three reasons: the difficulties that mathematics has always represented for students throughout time, the fact that its teaching has always been focused on conceptual elements, as well as the competence developed by the students in mathematical processes [10][11][12][13][14][15][16][17].…”