Análisis de actitudes y autoeficacia percibida del profesorado ante la educación inclusiva

  1. Collado-Sanchis, Alba 1
  2. Tárraga-Mínguez, Raúl 1
  3. Lacruz-Pérez, Irene 1
  4. Sanz-Cervera, Pilar 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revue:
Educar

ISSN: 0211-819X,  2014-8801

Année de publication: 2020

Titre de la publication: Educación para el desarrollo

Volumen: 56

Número: 2

Pages: 509-523

Type: Article

DOI: 10.5565/REV/EDUCAR.1117 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Educar

Résumé

Teachers’ training and attitudes towards inclusive education are key aspects that merit attention given the large heterogeneity of students currently enrolled in mainstream classes. The aim of this study is to examine teachers’ attitudes towards the inclusion of students with specific educational needs in different educational stages, in addition to the perceived level of self-efficacy of the teachers themselves. For this purpose, two scales were administered to 75 teachers, one to assess attitudes and the other to assess the teachers perceived self-efficacy. Moreover, some of the participants were interviewed in order to obtain qualitative information about their perception of processes of inclusion. The results showed some differences between early childhood and primary teachers compared to teachers working in secondary schools. Specifically, the attitude of teachers in the first two educational cycles was found to be more positive than that of secondary school teachers. Regarding perceived self-efficacy, differences were also observed between primary and secondary school teachers, as primary school teachers consider themselves to be more prepared to meet the needs of this type of students. The results demonstrate the need to create collaborative support networks and develop teacher training programmes.

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La source de données: Dialnet