Análisis del impacto de un curso formación sobre educación inclusiva en las actitudes y la autoeficacia de futuros docentes

  1. Gómez-Marí, Irene 1
  2. Pastor-Cerezuela, Gemma 1
  3. Tárraga-Mínguez, Raúl 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Revista electrónica interuniversitaria de formación del profesorado

ISSN: 1575-0965

Any de publicació: 2023

Títol de l'exemplar: Juegos tradicionales y deportes para la inclusión

Volum: 26

Número: 3

Pàgines: 165-176

Tipus: Article

DOI: 10.6018/REIFOP.558021 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Revista electrónica interuniversitaria de formación del profesorado

Resum

Attitudes and teacher’s self-efficacy are two relevant constructs to achieve the goals proposed by the inclusive education. Training turns out to be a determining factor to improve these two variables. Therefore, this study aims to examine the attitudes and self-efficacy towards inclusive education of a sample of pre-service teachers before and after having taken a subject on special educational needs; and to identify factors outside the university context that contribute to the preparation of pre-service teachers in the field of inclusion. A total of 118 pre-service teachers completed the Teacher Efficacy for Inclusive Practice Scale and the Questionnaire to Measure Attitudes Towards Inclusive Education. The results show that the fact of taking the university subject caused hardly any changes in attitudes towards the inclusion of students (which were positive both before and after this training). On the contrary, after taking the subject there was a significant improvement in the self-efficacy of the participants. These results are positive, as both constructs scored high in the second phase and are key to establishing the inclusive school.

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Fuente de los datos: Dialnet