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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Detalhes bibliográficos
Principais autores:	Pegalajar Palomino, María del Carmen, Colmenero Ruiz, María de Jesús
Formato:	info:eu-repo/semantics/article
Idioma:	spa
Publicado em:	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017
Assuntos:	educación inclusiva formación docente Educación Secundaria Obligatoria necesidades de formación
Acesso em linha:	https://redie.uabc.mx/index.php/redie/article/view/765
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id	repositorioinstitucional-20.500.12930-6173
record_format	dspace
spelling	repositorioinstitucional-20.500.12930-61732023-05-09T15:05:07Z 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. 2017-01-10 2021-06-03T03:05:45Z 2021-06-03T03:05:45Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/765 10.24320/redie.2017.19.1.765 https://hdl.handle.net/20.500.12930/6173 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 text/html application/pdf application/xml REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 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
institution	Repositorio Institucional
collection	DSpace
language	spa
topic	educación inclusiva formación docente Educación Secundaria Obligatoria necesidades de formación
spellingShingle	educación inclusiva formación docente Educación Secundaria Obligatoria necesidades de formación Pegalajar Palomino, María del Carmen Colmenero Ruiz, María de Jesús 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.
format	info:eu-repo/semantics/article
author	Pegalajar Palomino, María del Carmen Colmenero Ruiz, María de Jesús
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
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_	1792609836520701952

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

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