Inclusive Education in Primary and Secondary School: Perception of Teacher Training

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dc.contributor.authorTriviño Amigo, Natalia
dc.contributor.authorMendoza Muñoz, David Manuel
dc.contributor.authorMayordomo Pinilla, Noelia
dc.contributor.authorBarrios Fernández, Sabina
dc.contributor.authorContreras Barraza, Nicolás
dc.contributor.authorGil Marín, Miseldra
dc.contributor.authorCastillo, Dante
dc.contributor.authorGalán Arroyo, Carmen
dc.contributor.authorRojo Ramos, Jorge
dc.date.accessioned2023-04-05T16:52:43Z
dc.date.available2023-04-05T16:52:43Z
dc.date.issued2022-12
dc.descriptionIndexación: Scopus.es
dc.description.abstractIntroduction. Inclusive education is one of the main objectives of the educational system toward achieving equal opportunities among students. To this end, teacher training plays an important role in the different educational stages. Objectives. To analyze the perceived readiness of teachers for inclusive education and to see the differences in primary and secondary education. Methods: A total of 961 active teachers from public schools, 53.3% Primary and 46.7% Secondary Education, were analyzed by means of a questionnaire on Teachers’ perceptions about their preparation for inclusive education and the CEFI-R instrument. Results. There are statistically significant differences between the two stages in the first questionnaire (question 1: p = 0.03; question 2: p < 0.01 and question 3: p < 0.01) and also, in 3 of the four CEFI-R dimensions, with the primary score being higher. Conclusions: This study shows that there is a large percentage of teachers who believe that their initial training is insufficient to deal with student diversity. In addition, most of them state that continuous training has helped them to improve inclusive education and that they would be willing to attend training courses on inclusion, although in secondary school, the predisposition is lower than in high school. On the other hand, teachers of both educational stages show a mostly favorable attitude according to the CEFI-R, being higher in primary than in secondary school. In this sense, the public administration has work to do. © 2022 by the authors.es
dc.description.urihttps://www.mdpi.com/1660-4601/19/23/15451
dc.identifier.citationInternational Journal of Environmental Research and Public Health, Volume 19, Issue 23December 2022 Article number 15451es
dc.identifier.doi10.3390/ijerph192315451
dc.identifier.issn1661-7827
dc.identifier.urihttps://repositorio.unab.cl/xmlui/handle/ria/48248
dc.language.isoenes
dc.publisherMDPIes
dc.rights.licenseAtribución 4.0 Internacional (CC BY 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/deed.es
dc.subjectEducational stageses
dc.subjectInclusive educationes
dc.subjectPerceptiones
dc.subjectSpecial needses
dc.subjectTeacher traininges
dc.titleInclusive Education in Primary and Secondary School: Perception of Teacher Traininges
dc.typeArtículoes
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