Understanding inclusive pedagogy in primary education: teachers’ perspectives

Abstract

ABSTRACT This article describes the beliefs, knowledge, designs and actions of primary education teachers who carry out inclusive pedagogy. We gathered the data using two semi-structured interviews. Twenty-five primary education teachers participated in the study, from eleven Spanish urban public schools. The results covered four topics: beliefs, knowledge, designs and actions for the learning of all students. We observed that teachers who apply inclusive pedagogy believe in the richness of diversity, use a student-centred learning approach, consider the affective and emotional aspects of learning, and base their teaching on active methodologies. This study provides examples of “good teachers” who may inspire others.