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...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | México |
| Institución: | UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA |
| Repositorio: | Revista Electrónica de Investigacion Educativa |
| Idioma: | español |
| OAI Identifier: | oai:ojs.redie.uabc.mx:article/765 |
| Acceso en línea: | https://redie.uabc.mx/redie/article/view/765 |
| Access Level: | acceso abierto |
| Palabra clave: | educación inclusiva formación docente Educación Secundaria Obligatoria necesidades de formación |
| Sumario: | 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. |
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