Abstract
The present work aims to establish the links that may exist between technological training and multicultural training of teachers with educational inclusion. The research design is non-experimental, explanatory and correlational, with a quantitative method. A reliable and content-validated Likert-type scale has been used. The sample used is 594 subjects, formed by university students in their last year of Primary Education and graduate students (Master of Teacher Training) (University of Jaen, Spain). An exploratory factorial analysis was carried out which validated the scale's construct and which allows us to conclude that greater value is given to foreign training than to national training, and furthermore, little value is given to teacher training as a key to an educational system in accordance with the 21st century. Spearman's Rho was applied, where the significant correlation between the training provided by non-university institutions and pluricultural training can be observed. Structural equation modeling (SEM) concludes by demonstrating the strong relationship between inclusive and pluricultural teacher education, and between the latter and technology, with a weak relationship between technology and general teacher education.
Highlights
Since before the last decade it has been clear that teacher training is necessary, (MONTAÑO, 2010), since a professional requires training, and in addition reality constantly imposes challenges and demands the search for training alternatives
This research starts from the following general objective: to analyze the relationship between technological and pluricultural teacher training in interrelation with educational inclusion
We considered the population constituted by the fourth level university students of the Primary Education degree of an Andalusian university
Summary
Since before the last decade it has been clear that teacher training is necessary, (MONTAÑO, 2010), since a professional requires training, and in addition reality constantly imposes challenges and demands the search for training alternatives This teacher training is a strategy for teaching, and a matter of philosophies, pedagogical currents, institutional structures, and types of students, among others. As Infante (2013) points out, these spaces should allow for pedagogical reflection so that teachers can build on the diversity and inclusion of students, rather than developing pragmatic techniques and tools. According to this position, teacher training has three components: pedagogical practice, pedagogical knowledge and culture
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