Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain

Juan José Leiva-Olivencia,Antonio Miñán Espigares,Francisco Villegas Lirola,Maria Carmen López-Berlanga

doi:10.3390/su13095171

Juan José Leiva-Olivencia, Antonio Miñán Espigares + Show 2 more

Open Access

https://doi.org/10.3390/su13095171

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Journal: Sustainability	Publication Date: May 6, 2021
Citations: 4	License type: CC BY 4.0

Affiliation: Universidad de Málaga, University of Almería

Abstract

Inclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity as a characteristic element of education and today’s society. The objective of this study was to explore the perceptions of compulsory education teachers (primary and secondary) about teacher training, resources, and after-school activities in the care of students with specific educational support needs associated with disability in 12 Autonomous Communities of Spain. A survey has been carried out, for which an ad hoc questionnaire was built, involving 2457 docents. A descriptive and inferential analysis has been carried out by means of an average comparison between each issue and the different intrapersonal factors. Specifically, two types of tests have been used, using the SPSS version 25 program for analysis: testing independent samples (Levene test and t-test for equal means) and one-way ANOVA according to the type of independent variable considered. Among the results is the need to increase teacher training in inclusive education, the existence of divergences on the material, and spatial resources available for diversity care. Similarly, the relevance of after-school activities was identified as initiatives and spaces for the visibility of diversity and culture of inclusion in schools.

Highlights

Inclusive education is currently undergoing a constant and continuous process of reconceptualization of its own identity as an open, democratic, and functional pedagogical proposal that ensures quality responses to diversity
How would you rate your training with regard to responding to diversity in the classroom?
The most outstanding of the results obtained in the dimension of teacher training is found in the column of item 23, with the lowest result: 28.6% at level 2, very close to insufficient

Summary

Introduction

Inclusive education is currently undergoing a constant and continuous process of reconceptualization of its own identity as an open, democratic, and functional pedagogical proposal that ensures quality responses to diversity. We agree with [1] in considering that “teachers are the costliest and most important resource in the education system, without whose will, competence and commitment, inclusive education cannot be carried out”. It is important to emphasize that training is based on specific competences and a positive attitude towards inclusion. They echo the questions posed by [2] related to finding the most appropriate methodology for teachers to acquire a “culture of inclusion”. For the design and development of teacher training, both initial and in-service, the starting point should be the definition of what the profile of the inclusive teacher should This study states that: Teachers must be able to create a welcoming classroom and school climate that allows free communication, exchange and cooperation between students and teachers, and to implement teaching methodologies based on mutual knowledge construction and experience (p. 75).

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Conclusion