Perception of Spanish teachers on their initial training in the educational treatment of diversity

Abstract

PurposeThe purpose of this study is to determine the perception of graduates from teaching degree programs in Early Childhood and Primary Education carried out in Spain in accordance with the European Higher Education Area, who are currently working in classrooms, on their initial training in the educational treatment of diversity (ETD). In addition, potential differences were examined based on the teaching degree that was studied (Early Childhood or Primary).Design/methodology/approachThis study used a mixed methodology including an ad hoc questionnaire and a semi-structured interview. Participants were 140 working teachers who had previously earned their degree in Early Childhood or Primary Education programs. Data analysis was carried out from an integrative perspective, using a basic descriptive focus and content analysis.FindingsThe results reveal that the new teachers considered that their initial training in the area of ETD was not as extensive as it should have been and as required by their daily teaching needs. They felt that they had acquired better education in the theoretical content as compared to the practical component. They mentioned a lack of training to attend to students entering the system at a later stage as well as for those with high intellectual abilities, noting that the initial training in ETD focused excessively on deficits and not enough on potentialities and other student diversities.Originality/valueThis study may be useful as it offers an improved adaptation to the reality of early education in ETD classrooms of future teachers, both for the competent education administrations and universities. It may also serve as a starting point to adjust the permanent training offer for teachers to their specific needs, making up for the deficiencies of their initial training.