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A Descriptive Study on the Training and Attitude of Future Teachers towards Educational Inclusion

Author

Listed:
  • Jorge Rojo-Ramos

    (Department of Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, 10003 Cáceres, Spain)

  • Carlos Ferrera-Granados

    (Department of Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, 10003 Cáceres, Spain)

  • Manuel Fernández-Guerrero

    (Department of Didactics of Musical, Plastic and Corporal Expression, University of Extremadura, 06006 Badajoz, Spain)

  • Fernando Manzano-Redondo

    (Department of Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, 10003 Cáceres, Spain)

  • Miguel Ángel Garcia-Gordillo

    (Faculty of Administration and Business, Universidad Autónoma de Chile, Sede Talca 3467987, Chile)

  • Patricia Polero

    (Biomechanics Research and Movement Analysis Laboratory, CENUR Litoral Norte, Universidad de la República, Florida 1065, Paysandú 60000, Uruguay)

  • José Carmelo Adsuar

    (Department of Health, Economy, Motricity and Education (HEME) Research Group, University of Extremadura, 10003 Cáceres, Spain)

Abstract

The Spanish educational system has heterogeneous and diverse students that have increasing learning needs. All this has forced it to reinvent itself, designing and applying a model of inclusive education that serves to offer a higher quality educational response to these students. One of the main pillars for achieving this challenge is the teaching staff. The aim of this study is to evaluate the training and attitudes of future teachers to work in inclusive educational environments. The present research had a sample of 245 future teachers in the degrees of Early Childhood Education and Primary Education, who answered the Teacher Training Evaluation Questionnaire for Inclusion (CEFI-R), specific to the object of study. As the main conclusions, we obtained that the perception of future teachers towards the concept of inclusion is positive and that the training they receive is adequate, although there is room for improvement. However, there is a need to adjust the curriculum, increase the period of practice and better coordinate the actions of the members involved in the educational process.

Suggested Citation

  • Jorge Rojo-Ramos & Carlos Ferrera-Granados & Manuel Fernández-Guerrero & Fernando Manzano-Redondo & Miguel Ángel Garcia-Gordillo & Patricia Polero & José Carmelo Adsuar, 2020. "A Descriptive Study on the Training and Attitude of Future Teachers towards Educational Inclusion," Sustainability, MDPI, vol. 12(19), pages 1-14, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:19:p:8028-:d:421139
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    Citations

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    Cited by:

    1. Natalia Triviño-Amigo & David Manuel Mendoza-Muñoz & Noelia Mayordomo-Pinilla & Sabina Barrios-Fernández & Nicolás Contreras-Barraza & Miseldra Gil-Marín & Dante Castillo & Carmen Galán-Arroyo & Jorge, 2022. "Inclusive Education in Primary and Secondary School: Perception of Teacher Training," IJERPH, MDPI, vol. 19(23), pages 1-12, November.
    2. Natalia Triviño-Amigo & Sabina Barrios-Fernandez & Carlos Mañanas-Iglesias & Jorge Carlos-Vivas & José Carmelo Adsuar & Ángel Acevedo-Duque & Jorge Rojo-Ramos, 2022. "Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education," IJERPH, MDPI, vol. 19(6), pages 1-9, March.
    3. Jorge Rojo-Ramos & Fernando Manzano-Redondo & Sabina Barrios-Fernandez & Miguel A. Garcia-Gordillo & Jose Carmelo Adsuar, 2021. "A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion," IJERPH, MDPI, vol. 18(14), pages 1-13, July.

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