Sentimientos, actitudes y preocupaciones hacia la inclusión en docentes de Lima Metropolitana

Diaz-Asto, Yesenia; Arellano, Edith Gissela Rivera; Vega-Gonzales, Emilio

doi:10.33210/ca.v11i1.384

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…These data are relevant because the positive attitudes of future teachers are a pivotal factor in the achievement of inclusive education for students with educational needs (Saloviita, 2020). This is related to the effect that attitudes and teacher self-efficacy have on teachers' intention toward inclusive education practices (Opoku et al, 2021;Diaz-Asto et al, 2022). Furthermore, when examining the model for the establishment of the inclusive teaching profile according to AEDENEEI (Donnelly and Watkins, 2011; European Agency for Development in Special Needs Education, 2012), it becomes evident that, in spite of the importance of knowledge and skills, attitudes are essential; without the right attitudes, inclusion cannot be achieved.…”

Section: Discussionmentioning

confidence: 99%

Perceptions and preparedness of secondary teacher trainees to foster inclusive schools for all

Arias-Pastor,

Van Vaerenbergh,

Fernández-Solana

et al. 2023

Front. Educ.

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IntroductionThe advancement of inclusive education over the past few decades emphasizes the pivotal role of teachers in transforming the educational landscape. As schools transition toward a more inclusive approach, it is imperative to evaluate the efficacy of initial teacher training programs in preparing educators for this inclusive transition. This study aims to describe the preparedness and perceptions of students in the Master’s Degree in Secondary Education, Vocational Training, and Language Teaching (MDSE) regarding inclusive education, guided by the profile developed by the European Agency for the Development of Special Needs and Inclusive Education (AEDNEEI).MethodsFurthermore, the research analyzes how external factors, such as perceived self-efficacy, influence these perceptions and readiness for inclusive teaching. A total of 218 students enrolled in the MDSE, with an average age of 31.5 years and a standard deviation of 6, were examined. Of the participants, 33% were male and 67% were female. These students came from different Spanish universities and were either in the final stages of their studies or had already completed them. Prior to participating, they had finished the generic module and completed their practice sessions in secondary education centers. The “Teacher Training in Secondary Education: Key Elements for Teaching in an Inclusive School for All” (TTSE-IN) questionnaire was employed, which includes five validated and pertinent instruments, with four of them being employed for the study’s objectives: The “Questionnaire for Future Secondary Education Teachers about Perceptions of Diversity Attention,” the “Questionnaire for the Evaluation of Teacher Training for Inclusion CEFI-R,” the “Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education” (SACIE-R), and the “Brief Scale of Teacher Self-Efficacy.”Results and DiscussionThe results show the presence of positive attitudes in future educators along with a poor overall assessment of the training received, which raises concerns about the development of teaching functions more related to daily work in the classroom and the implementation of inclusive methodologies. At the same time, both regular and close contact with people in situations of special vulnerability, experience in training in nonformal contexts, and the level of teacher self-efficacy, in its different components, are postulated as some of the facilitators of the development of the postulates and values of inclusive education and predictors of greater capacity toward attention to diversity.

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Section: Discussionmentioning

confidence: 99%

Perceptions and preparedness of secondary teacher trainees to foster inclusive schools for all

Arias-Pastor,

Van Vaerenbergh,

Fernández-Solana

et al. 2023

Front. Educ.

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“…Entre las características de los docentes que presentaron asociación significativa con alguna de las dimensiones de la escala o el instrumento en general, destacan una mayor actitud hacia la inclusión entre profesores varones de zonas rurales (Agavelyan et al, 2020) y futuros maestros en la etapa preescolar (Tuncay y Kizilaslan, 2022); sentimientos más positivos entre docentes varones de educación secundaria; y mayores preocupaciones entre formadores de educación secundaria (Diaz-Asto et al, 2022). Entre las variables o factores que influyen significativamente en las actitudes hacia la inclusión educativa de la docencia, sobresalen la autoeficacia (Özokcu, 2018;Savolainen et al, 2020), la empatía y el dominio social (Navarro-Mateu et al, 2019); mientras que, para el caso de los futuros docentes, el contacto con personas con necesidades educativas especiales o su entorno (Navarro-Mateu et al, 2020b), la experiencia, la confianza en la enseñanza y la formación previa (Opoku et al, 2021).…”

Section: Frumos (2018)unclassified

Actitudes hacia la educación inclusiva en docentes y futuros docentes: una revisión de la literatura de tres instrumentos

Vega Gonzales,

Rivera Arellano

2023

reped

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La forma de medir las actitudes hacia la educación inclusiva que tienen los docentes y futuros docentes no es uniforme, ya que se cuenta con diversos instrumentos para llevar a cabo este procedimiento, entre los cuales, tres escalas presentan las propiedades psicométricas más adecuadas: MATIES, SACIE-R y TAIS. El objetivo del estudio es sintetizar y comparar los hallazgos de las publicaciones científicas mundiales de los últimos cinco años, en cuanto a las actitudes de los docentes y futuros docentes hacia la educación inclusiva, considerando los mencionados instrumentos. La investigación se enmarca en el enfoque cualitativo, con diseño de revisión narrativa, que incluyó 23 artículos originales de revistas indexadas, publicados entre enero de 2018 y julio de 2022, identificados en el buscador de Google Académico. Los resultados destacan el uso más frecuente de la SACIE-R, especialmente en España, debido a su menor número de ítems, mientras que, la MATIES es la que analiza mejor las dimensiones cognitiva, afectiva y conductual de las actitudes. Además, se encontraron diferencias entre las actitudes, según las características de los docentes; fueron más favorables en quienes se dedican exclusivamente a la educación especial, los que tienen menos años de experiencia y los que perciben haber sido más capacitados en materias de inclusión educativa. Se concluye que MATIES, SACIE-R y TAIS son herramientas válidas y útiles para medir las actitudes del profesorado en torno a la educación inclusiva.

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Analysis of Teacher Self-Efficacy and Its Impact on Sustainable Well-Being at Work

Arias-Pastor,

Van Vaerenbergh,

González-Bernal

et al. 2024

Behavioral Sciences

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This study evaluates teacher self-efficacy perceptions among students in the Master’s Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE), as well as the variables influencing these perceptions and their connection to the program’s training. The research sheds light on how self-efficacy affects views on concerns, feelings, and attitudes towards diversity and inclusive education in the current educational landscape. Out of 205 female and 100 male MDSE students surveyed, who are either graduates or nearing completion, data were gathered using the “Teacher Education in Secondary Education: Key Elements for Teaching in an Inclusive School for All” (FORPES-IN) questionnaire distributed across Spanish universities. Three primary instruments from the questionnaire were utilized: the Teachers’ Self-Efficacy Short Form (TSES-SF), the Questionnaire for Future Secondary Education Teachers regarding Perceptions of Diversity, and the Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education (SACIE-R). Findings suggest that the majority of prospective teachers exhibit moderate-to-high levels of self-efficacy. Variables such as non-formal teaching experiences, the reason for joining the MDSE program, and regular interactions with vulnerable individuals, especially in Social and Health Science domains, moderately influence self-efficacy. This study reveals a strong link between the received training and the perceived level of self-efficacy. In particular, participants with higher self-efficacy feel better equipped to handle classroom diversity and rate the MDSE program positively. Areas for enhancement are identified, such as classroom management and diversified assessment strategies. Finally, a positive correlation is observed between high self-efficacy and positive attitudes toward disability, inclusive education principles, and reduced apprehensions about inclusive teaching.

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Sentimientos, actitudes y preocupaciones hacia la inclusión en docentes de Lima Metropolitana

Cited by 3 publications

References 15 publications

Perceptions and preparedness of secondary teacher trainees to foster inclusive schools for all

Perceptions and preparedness of secondary teacher trainees to foster inclusive schools for all

Actitudes hacia la educación inclusiva en docentes y futuros docentes: una revisión de la literatura de tres instrumentos

Analysis of Teacher Self-Efficacy and Its Impact on Sustainable Well-Being at Work

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