Student and Faculty Perspectives of Inclusive Teaching Practices in Teacher Training Degree Programs

Marta Sandoval,Alma M Sandigo,Carmen Márquez Vázquez,Cecilia Simon

doi:10.1590/1980-54702020v26e0059

Abstract

ABSTRACT: This study focuses on student and faculty perceptions about inclusive instructional practices in teacher training degree programs in three different universities (two in Spain and one in the USA). We synthetize this framework into four dimensions: (a) identifying students’ needs and strengths, (b) accessibility to physical spaces and materials, (c) methodologies and strategies to engage students, and (d) valuing diversity as a resource. A mixed methodology (questionnaire and interviews) was used to collect the information. Six hundred fifty-three university students and 35 faculty from the different education colleges participated in this study. Findings reveal the perceptions of students and faculty regarding both effective practices for diverse inclusive university classrooms as well as barriers to inclusion that affect learning in the participating institutions. Results reflect serious discrepancies between students and faculty members.

Highlights

1 Introduction During the last two decades, universities have seen an increase in the enrollment of students from diverse populations, especially from populations that have been historically excluded or marginalized in Higher Education (US Department of Education, 2016)
The current study aims to better understand the differences between how students and faculty perceived instructional practices aimed at diversity and inclusion
7 Conclusions The findings of this study have important implications for the role faculty members, their pedagogy, and the content and the interactions play in shaping an inclusive classroom environment

Summary

Introduction

During the last two decades, universities have seen an increase in the enrollment of students from diverse populations, especially from populations that have been historically excluded or marginalized in Higher Education (US Department of Education, 2016). Countries around the world have developed systems that create better access to Higher Education to the general population. Ed. Esp., Bauru, v.26, n.4, p.551-566, Out.-Dez., 2020

Objectives

Methods

Results

Conclusion