Actitudes y formación docente hacia la inclusión en Educación Secundaria Obligatoria

  1. María del Carmen Pegalajar Palomino 1
  2. María de Jesús Colmenero Ruiz 2
  1. 1 Universidad Católica San Antonio
    info

    Universidad Católica San Antonio

    Murcia, España

    ROR https://ror.org/05b1rsv17

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Journal:
REDIE: Revista Electrónica de Investigación Educativa

ISSN: 1607-4041

Year of publication: 2017

Volume: 19

Issue: 1

Pages: 84-97

Type: Article

DOI: 10.24320/REDIE.2017.19.1.765 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: REDIE: Revista Electrónica de Investigación Educativa

Abstract

This study analyzes attitudes and teacher training needs regarding inclusion in Compulsory Secondary Education (ESO, in Spanish) in Jaén, Spain. To this end, a descriptive design was used (n=407), with a purpose-specific questionnaire to collect data. The results show how ESO teachers are dissatisfied with their initial training on inclusive education and consider that success in working with students with educational needs hinges on appropriate initial training and the availability of adequate and appropriate resources. However, attitudes and teacher training needs are more encouraging in females, and teachers with under twelve years of professional experience.

Data source: Dialnet