Understanding inclusive pedagogy in primary education: teachers’ perspectives
This article describes the beliefs, knowledge, designs and actions of primary education teachers who carry out inclusive pedagogy. We gathered the data using two semi-structured interviews. Twenty-five primary education teachers participated in the study, from eleven Spanish urban public schools. Th...
| Authors: | , |
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| Format: | article |
| Status: | Versión aceptada para publicación |
| Publication Date: | 2021 |
| Country: | España |
| Institution: | Universidad de Sevilla (US) |
| Repository: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/157034 |
| Online Access: | https://hdl.handle.net/11441/157034 https://doi.org/10.1080/03055698.2019.1670139 |
| Access Level: | Open access |
| Keyword: | Inclusive pedagogy Teachers Primary education Qualitative methodology |
| Summary: | This article describes the beliefs, knowledge, designs and actions of primary education teachers who carry out inclusive pedagogy. We gathered the data using two semi-structured interviews. Twenty-five primary education teachers participated in the study, from eleven Spanish urban public schools. The results covered four topics: beliefs, knowledge, designs and actions for the learning of all students. We observed that teachers who apply inclusive pedagogy believe in the richness of diversity, use a student-centred learning approach, consider the affective and emotional aspects of learning, and base their teaching on active methodologies. This study provides examples of “good teachers” who may inspire others. |
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