Barriers to Educational Inclusion in Initial Teacher Training

Initial teacher training within the framework of an inclusive school constitutes a fundamental challenge in order to meet the needs of 21st century society. The 2030 agenda establishes in the target of goal four the need for well-qualified teachers, capable of developing inclusive educational respon...

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Autores: Arnaiz-Sánchez, Pilar, Haro Rodríguez, Remedios De, Caballero, Carmen María, Martínez Abellán, Rogelio
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/24488
Acceso en línea:https://hdl.handle.net/20.500.14468/24488
Access Level:acceso abierto
Palabra clave:58 Pedagogía
teachers
initial training
inclusive education
competences
training focus
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spelling Barriers to Educational Inclusion in Initial Teacher TrainingArnaiz-Sánchez, PilarHaro Rodríguez, Remedios DeCaballero, Carmen MaríaMartínez Abellán, Rogelio58 Pedagogíateachersinitial traininginclusive educationcompetencestraining focusInitial teacher training within the framework of an inclusive school constitutes a fundamental challenge in order to meet the needs of 21st century society. The 2030 agenda establishes in the target of goal four the need for well-qualified teachers, capable of developing inclusive educational responses to the diversity of the needs of the students enrolled in their centres. The objective of this article is to analyse the perception of the school community regarding the initial training of future teachers in providing an inclusive and quality educational response for all students. The design was qualitative, non-experimental and descriptive. The participants were 78 people involved in teacher training and the educational exclusion–inclusion processes in the region of Murcia (Spain). The information collection techniques were 39 semi-structured interviews and 10 focus groups. The analysis of the information was carried out through an inductive categorization process, classifying the information into different analysis codes with the Atlas.Ti program (V. 8). The results of the work indicate that with regard to inclusive education, there is a clear shortfall in the initial training of teachers, a limitation in the acquisition of competences regarding attention to diversity, the presence of theoretical learning which has limited relevance to practical intervention, and a training approach anchored in models from the past which refers to student deficiencies. This work has the value of providing an insight into the barriers present in initial training from the perspective of all the educational actors involved in the educational system, which has not been sufficiently investigated in this field of study.MDPIhttps://orcid.org/0000-0002-0839-891Xhttps://orcid.org/0000-0002-5002-1438e-Spacio UNED20242024-11-2220232023-01-0120232023-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/24488reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/244882026-06-06T12:38:31Z
dc.title.none.fl_str_mv Barriers to Educational Inclusion in Initial Teacher Training
title Barriers to Educational Inclusion in Initial Teacher Training
spellingShingle Barriers to Educational Inclusion in Initial Teacher Training
Arnaiz-Sánchez, Pilar
58 Pedagogía
teachers
initial training
inclusive education
competences
training focus
title_short Barriers to Educational Inclusion in Initial Teacher Training
title_full Barriers to Educational Inclusion in Initial Teacher Training
title_fullStr Barriers to Educational Inclusion in Initial Teacher Training
title_full_unstemmed Barriers to Educational Inclusion in Initial Teacher Training
title_sort Barriers to Educational Inclusion in Initial Teacher Training
dc.creator.none.fl_str_mv Arnaiz-Sánchez, Pilar
Haro Rodríguez, Remedios De
Caballero, Carmen María
Martínez Abellán, Rogelio
author Arnaiz-Sánchez, Pilar
author_facet Arnaiz-Sánchez, Pilar
Haro Rodríguez, Remedios De
Caballero, Carmen María
Martínez Abellán, Rogelio
author_role author
author2 Haro Rodríguez, Remedios De
Caballero, Carmen María
Martínez Abellán, Rogelio
author2_role author
author
author
dc.contributor.none.fl_str_mv https://orcid.org/0000-0002-0839-891X
https://orcid.org/0000-0002-5002-1438
e-Spacio UNED
dc.subject.none.fl_str_mv 58 Pedagogía
teachers
initial training
inclusive education
competences
training focus
topic 58 Pedagogía
teachers
initial training
inclusive education
competences
training focus
description Initial teacher training within the framework of an inclusive school constitutes a fundamental challenge in order to meet the needs of 21st century society. The 2030 agenda establishes in the target of goal four the need for well-qualified teachers, capable of developing inclusive educational responses to the diversity of the needs of the students enrolled in their centres. The objective of this article is to analyse the perception of the school community regarding the initial training of future teachers in providing an inclusive and quality educational response for all students. The design was qualitative, non-experimental and descriptive. The participants were 78 people involved in teacher training and the educational exclusion–inclusion processes in the region of Murcia (Spain). The information collection techniques were 39 semi-structured interviews and 10 focus groups. The analysis of the information was carried out through an inductive categorization process, classifying the information into different analysis codes with the Atlas.Ti program (V. 8). The results of the work indicate that with regard to inclusive education, there is a clear shortfall in the initial training of teachers, a limitation in the acquisition of competences regarding attention to diversity, the presence of theoretical learning which has limited relevance to practical intervention, and a training approach anchored in models from the past which refers to student deficiencies. This work has the value of providing an insight into the barriers present in initial training from the perspective of all the educational actors involved in the educational system, which has not been sufficiently investigated in this field of study.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-01
2023
2023-01-01
2024
2024-11-22
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/24488
url https://hdl.handle.net/20.500.14468/24488
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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