¿Están los futuros profesores formados en inclusión?: Validación de un cuestionario de evaluación

RESUMENEl objetivo de este trabajo es presentar la validación de una escala para evaluar la formación inicial en educación inclusiva de estudiantes universitarios de las titulaciones de educación. Para ello se partió de una escala que ha pasado ya una primera validación dirigida a profesionales en ejercicio (CEFI-R). Se contó con una muestra de 202 profesores españoles que impartían docencia en todas las etapas educativas y con 495 estudiantes universitarios de los grados de maestro y pedagogía y del máster de secundaria. Se describe el desarrollo del proceso de validación, que ha dado como resultado un cuestionario con 16 ítems agrupados en 4 dimensiones de inclusión: concepción de la diversidad, metodología, apoyos y participación de la comunidad.Palabras Clave: formación inicial, cuestionario, validación, educación inclusiva, estudiantes universitarios.ABSTRACTThe aim of this research is the review and validation of an instrument to assess future teachers training needs for inclusion. To do this, it was used a validated instrument for inservice teachers (CEFI-R). For this purpose, we used a sample of 202 Spanish teachers with experience in all educational stages and 495 students from education Grades and Posgrades. This work describes the validation process, which resulted in the development of a 16-item questionnaire grouped into 4 inclusion indicators: conception of diversity, methodology, supports, and community participation.Keywords: initial teacher training, questionnaire, validation, inclusive education, university students.

Download Full-text

Inclusion and School Coexistence: Analysis of Teachers Training

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe3020011 ◽

2013 ◽

Vol 3 (2) ◽

pp. 125-135

Author(s):

Francisca González-Gil ◽

Elena Martín-Pastor ◽

Noelia Flores Robaina ◽

Cristina Jenaro Río ◽

Raquel Poy Castro ◽

...

Keyword(s):

Inclusive Education ◽

Ad Hoc ◽

Training Needs ◽

Success For All ◽

Perceived Needs ◽

Castilla Y Leon ◽

Learning Rates ◽

Inclusive Settings ◽

Teachers Training ◽

Fine Tune

In our schools, diversity is reflected in different learning rates, abilities, interests, motivations, expectations, needs, and so on. This situation affects coexistence and demands appropriate educative attention. Inclusive education is the best way to achieve this in that involvement and participation of all people in transforming schools is the only way to achieve and fine-tune coexistence in each educational centre. However, this reality justifies the need for teachers training to meet the challenges of achieving success for all the students. For the current study, an ad hoc survey was developed to assess the perceived training needs of teachers for promoting inclusion. A sample of 400 teachers working in Castilla y León schools was utilized. The results showed several perceived training needs for teachers. These needs related to issues for participating in the processes of transforming schools into inclusive settings. Additional perceived needs related to inclusive methodologies to be implemented in the schools and strategies to improve their coexistence.

Download Full-text

Inclusion and School Coexistence: Analysis of Teachers Training

European Journal of Investigation in Health, Psychology and Education ◽

10.1989/ejihpe.v3i2.30 ◽

2013 ◽

Vol 3 (2) ◽

pp. 125-135

Author(s):

Francisca González-Gil ◽

Elena Martín-Pastor ◽

Noelia Flores Robaina ◽

Cristina Jenaro Río ◽

Raquel Poy Castro ◽

...

Keyword(s):

Inclusive Education ◽

Ad Hoc ◽

Training Needs ◽

Success For All ◽

Perceived Needs ◽

Castilla Y Leon ◽

Learning Rates ◽

Inclusive Settings ◽

Teachers Training ◽

Fine Tune

In our schools, diversity is reflected in different learning rates, abilities, interests, motivations, expectations, needs, and so on. This situation affects coexistence and demands appropriate educative attention. Inclusive education is the best way to achieve this in that involvement and participation of all people in transforming schools is the only way to achieve and fine-tune coexistence in each educational centre. However, this reality justifies the need for teachers training to meet the challenges of achieving success for all the students. For the current study, an ad hoc survey was developed to assess the perceived training needs of teachers for promoting inclusion. A sample of 400 teachers working in Castilla y León schools was utilized. The results showed several perceived training needs for teachers. These needs related to issues for participating in the processes of transforming schools into inclusive settings. Additional perceived needs related to inclusive methodologies to be implemented in the schools and strategies to improve their coexistence.

Download Full-text

TEACHER EDUCATION FOR INCLUSION - THE PREMISES FOR IMPLEMENTING A NEW INITIAL TEACHER TRAINING PROGRAMME / PRIELAIDOS ĮGYVENDINTI NAUJĄ MOKYTOJŲ RENGIMO PROGRAMĄ: INKLIUZINIS UGDYMAS MOKYKLOJE

SPECIALUSIS UGDYMAS / SPECIAL EDUCATION ◽

10.21277/se.v1i35.267 ◽

2017 ◽

Vol 1 (35) ◽

pp. 9

Author(s):

Elena Marin

Keyword(s):

Teacher Training ◽

Inclusive Education ◽

School System ◽

Policy Development ◽

National Level ◽

Training System ◽

Font Size ◽

Initial Teacher Training ◽

Starting Point ◽

Training Programmes

This paper attempts to highlight and examine the Romanian perspective regarding inclusive education by presenting some statistical data and the steps that have been made in order to make the switch from a school system lead by the segregation principle to a school system based on inclusive principles. Moreover, the attention focuses on schools` key actors, the teacher, more specifically on the initial teachers training programmes available in Romania. The starting point when it come to the initial teacher training programmes is based on the assumption that there is an acute need for training when it comes to the implementation of an inclusive educational system in Romania. Using a qualitative approach, we aimed at presenting specialists’ opinion on priority issues in policy development regarding the teacher training in the field of inclusive education, focusing on the premises for implementing a training system that is mandatory for every teacher in the inclusive education and on the aspects that relate to the rethinking of the teacher’s training process at a national level. Straipsnyje bandoma analizuoti inkliuzinio ugdymo diegimą Rumunijoje: pateikiama statistinių duomenų ir aprašoma, kokių veiksmų buvo imtasi pereinant nuo segregacijos principu pagrįstos ugdymo sistemos mokykloje prie inkliuzijos principais grindžiamos sistemos. Dėmesys kreipiamas į mokytojus ir mokytojų pirminio rengimo programas. Mokytojų pirminis rengimas Rumunijoje remiasi prielaida, kad, siekiant įdiegti inkliuzinio ugdymo sistemą, tokių mokytojų rengimo poreikis yra labai didelis. Kokybiniu tyrimu buvo siekiama pateikti specialistų nuomonę dėl inkliuzinio ugdymo mokytojų rengimo politikos prioritetų, atkreipiamas dėmesys į tokių specialistų rengimo, privalomo kiekvienam inkliuzinį ugdymą taikančiam mokytojui, sistemos įdiegimo sąlygas ir aspektus, susijusius su mokytojų rengimo proceso reformavimu nacionaliniu lygmeniu.

Download Full-text

A Systematic Review to Identify EFL Teachers’ Training Needs for Professional Development Programs

International Journal of Academic Research in Progressive Education and Development ◽

10.6007/ijarped/v10-i3/10558 ◽

2021 ◽

Vol 10 (3) ◽

Author(s):

Mona Abdullah Alzahrani ◽

Faizah Muhamad Nor

Keyword(s):

Professional Development ◽

Systematic Review ◽

Training Needs ◽

Development Programs ◽

Efl Teachers ◽

Professional Development Programs ◽

Teachers Training

Download Full-text

Secondary School Teachers’ Training Needs Assessment in Mondragon Northern Samar: Basis for Extension Program of the College of Science, University of Eastern Philippines

International Journal of Trend in Scientific Research and Development ◽

10.31142/ijtsrd23750 ◽

2019 ◽

Vol Volume-3 (Issue-4) ◽

pp. 339-342

Author(s):

Olga Dg. Unay ◽

Keyword(s):

Secondary School ◽

Needs Assessment ◽

Secondary School Teachers ◽

Training Needs ◽

School Teachers ◽

Training Needs Assessment ◽

Teachers Training ◽

Extension Program

Download Full-text

Meeting the Need for Inclusive Educators Online

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-3068-8.ch007 ◽

2017 ◽

pp. 106-122

Author(s):

Jason Naranjo

Keyword(s):

Special Education ◽

Teacher Education ◽

Career Development ◽

Inclusive Education ◽

Online Courses ◽

Inservice Teachers ◽

Teacher Education Programs ◽

Teacher Competence ◽

Teacher Shortages ◽

Inclusive Schools

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

Download Full-text

Qualitative meta-analysis on the training needs reported by in-service CLIL teachers

Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics ◽

10.1075/resla.17020.pon ◽

2019 ◽

Vol 32 (1) ◽

pp. 277-303

Author(s):

Laura Pons Seguí

Keyword(s):

Foreign Language ◽

Positive Impact ◽

Meta Analysis ◽

Training Needs ◽

Experienced Teachers ◽

Material Development ◽

Training Programmes ◽

Teachers Training ◽

Previous Training ◽

And Training

Abstract This meta-analysis explores in-service CLIL (Content and Language Integrated Learning) teachers’ training needs and whether previous experience and training have an impact on their reported training needs. For this purpose, seven studies that met the inclusion criteria have been analysed qualitatively using the constant comparative model. The results reveal that CLIL teachers have considerable training needs for foreign language and methodological competences regardless of their previous training and experience. However, previous training and experience as CLIL teachers may explain some of the areas of need: inexperienced CLIL teachers request more training on CLIL management and CLIL fundamentals than experienced teachers do. Apparently, a lack of specific CLIL training explains why inexperienced and experienced teachers report training needs in material development and the theoretical underpinnings of CLIL. Overall, this meta-analysis highlights an urgency to develop CLIL training programmes that allow teachers to be better qualified in CLIL so that their teaching can have a positive impact on students’ learning.

Download Full-text