Atención a la diversidad e inclusión educativa: formación inicial del profesorado y autopercepción de competencias
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Date
Authors
Subject
Teacher competences
initial training
pedagogical practice
inclusive school
competencias profesores
formación inicial
práctica pedagógica
escuela inclusiva
initial training
pedagogical practice
inclusive school
competencias profesores
formación inicial
práctica pedagógica
escuela inclusiva
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Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
El artículo que se presenta tiene como objetivo fundamental conocer la opinión de los futuros maestros sobre sus competencias para llevar a cabo prácticas inclusivas. El estudio planteado tiene un diseño de carácter exploratorio-descriptivo, donde se elabora y valida un instrumento para recoger información del alumnado en los grados de Educación Infantil y Primaria. La muestra está configurada por 121 estudiantes de los últimos cursos. El cuestionario diseñado ad hoc ofrece propiedades psicométricas altamente satisfactorias, fiabilidad global muy alta (α = .916), y la confiabilidad de las 15 variables que lo configuran se sitúa entre .90 y .92, obteniendo una alta correlación entre ellas. Las variables se agrupan en tres factores que explican el 64,75 % de la varianza. Globalmente las puntuaciones son altas y las diferencias en las valoraciones no son significativas según el Grado, siendo esas diferencias significativas cuando manifiestan conocer algún caso de discapacidad de forma cercana.
The main objective of the presented article is to gather the opinion of future teachers about their competences to carry out inclusive practices. The proposed study has an exploratory-descriptive design, where a questionnaire is developed and validated to collect information from students in the Early Childhood and Primary Education Degrees. The sample is configured by 121 students of the last years. The ad hoc designed questionnaire offers highly satisfactory psychometric properties, very high overall reliability (α = .916), and the reliability of the 15 configured variables is between .90 and .92, obtaining a high correlation between them. The variables are grouped into 3 factors that explain 64.75 % of the variance. Overall, the scores are high, and the differences in the assessments are not significant between Degrees, these differences become significant when they manifest knowledge of disability case close to them.
The main objective of the presented article is to gather the opinion of future teachers about their competences to carry out inclusive practices. The proposed study has an exploratory-descriptive design, where a questionnaire is developed and validated to collect information from students in the Early Childhood and Primary Education Degrees. The sample is configured by 121 students of the last years. The ad hoc designed questionnaire offers highly satisfactory psychometric properties, very high overall reliability (α = .916), and the reliability of the 15 configured variables is between .90 and .92, obtaining a high correlation between them. The variables are grouped into 3 factors that explain 64.75 % of the variance. Overall, the scores are high, and the differences in the assessments are not significant between Degrees, these differences become significant when they manifest knowledge of disability case close to them.
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info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 6 No. 3 (2022): Science and Education; 7-20
Ciencia y Educación; Vol. 6 Núm. 3 (2022): Ciencia y Educación; 7-20
2613-8808
2613-8794
10.22206/cyed.2022.v6i3
Ciencia y Educación; Vol. 6 Núm. 3 (2022): Ciencia y Educación; 7-20
2613-8808
2613-8794
10.22206/cyed.2022.v6i3