Attitudes and Teacher Training with Regard to Inclusion in Compulsory Secondary Education

Attitudes and Teacher Training with Regard to Inclusion in Compulsory Secondary Education

This study analyzes attitudes and teacher training needs regarding inclusion in Compulsory Secondary Education (ESO, in Spanish) in Jaén, Spain. To this end, a descriptive design was used (n=407), with a purpose-specific questionnaire to collect data. The results show how ESO teachers are dissatisfi...

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محفوظ في:
التفاصيل البيبلوغرافية
المؤلفون الرئيسيون: Pegalajar Palomino, María del Carmen, Colmenero Ruiz, María de Jesús
التنسيق: Online
اللغة:spa
منشور في: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017
الوصول للمادة أونلاين:https://redie.uabc.mx/index.php/redie/article/view/765
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id redie-article-765
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spelling redie-article-7652020-12-11T18:03:25Z Attitudes and Teacher Training with Regard to Inclusion in Compulsory Secondary Education Actitudes y formación docente hacia la inclusión en Educación Secundaria Obligatoria Pegalajar Palomino, María del Carmen Colmenero Ruiz, María de Jesús educación inclusiva formación docente Educación Secundaria Obligatoria necesidades de formación This study analyzes attitudes and teacher training needs regarding inclusion in Compulsory Secondary Education (ESO, in Spanish) in Jaén, Spain. To this end, a descriptive design was used (n=407), with a purpose-specific questionnaire to collect data. The results show how ESO teachers are dissatisfied with their initial training on inclusive education and consider that success in working with students with educational needs hinges on appropriate initial training and the availability of adequate and appropriate resources. However, attitudes and teacher training needs are more encouraging in females, and teachers with under twelve years of professional experience. En esta investigación se analizan las actitudes y necesidades formativas hacia la inclusión del docente de Educación Secundaria Obligatoria (ESO) en Jaén (España). Para ello, se ha utilizado un diseño descriptivo (n=407) tomando como instrumento de recogida de datos un cuestionario elaborado para tal fin. Los resultados demuestran cómo los docentes de ESO se muestran insatisfechos con la formación inicial recibida sobre educación inclusiva, considerando que el éxito en el trabajo de alumnos con necesidades educativas depende de una adecuada formación inicial y de la disposición de suficientes y adecuados recursos. No obstante, las actitudes y necesidades formativas del docente son más favorables en el caso de las mujeres y en aquellos cuyo bagaje profesional no supera los 12 años de experiencia. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017-01-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/765 10.24320/redie.2017.19.1.765 Revista Electrónica de Investigación Educativa; Vol. 19 No. 1 (2017); 84 - 97 Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 1 (2017); 84 - 97 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/765/1498 https://redie.uabc.mx/index.php/redie/article/view/765/1509 https://redie.uabc.mx/index.php/redie/article/view/765/1912 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Pegalajar Palomino, María del Carmen
Colmenero Ruiz, María de Jesús
spellingShingle Pegalajar Palomino, María del Carmen
Colmenero Ruiz, María de Jesús
Attitudes and Teacher Training with Regard to Inclusion in Compulsory Secondary Education
author_facet Pegalajar Palomino, María del Carmen
Colmenero Ruiz, María de Jesús
author_sort Pegalajar Palomino, María del Carmen
title Attitudes and Teacher Training with Regard to Inclusion in Compulsory Secondary Education
title_short Attitudes and Teacher Training with Regard to Inclusion in Compulsory Secondary Education
title_full Attitudes and Teacher Training with Regard to Inclusion in Compulsory Secondary Education
title_fullStr Attitudes and Teacher Training with Regard to Inclusion in Compulsory Secondary Education
title_full_unstemmed Attitudes and Teacher Training with Regard to Inclusion in Compulsory Secondary Education
title_sort attitudes and teacher training with regard to inclusion in compulsory secondary education
description This study analyzes attitudes and teacher training needs regarding inclusion in Compulsory Secondary Education (ESO, in Spanish) in Jaén, Spain. To this end, a descriptive design was used (n=407), with a purpose-specific questionnaire to collect data. The results show how ESO teachers are dissatisfied with their initial training on inclusive education and consider that success in working with students with educational needs hinges on appropriate initial training and the availability of adequate and appropriate resources. However, attitudes and teacher training needs are more encouraging in females, and teachers with under twelve years of professional experience.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2017
url https://redie.uabc.mx/index.php/redie/article/view/765
_version_ 1715723551805276160

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