Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

Research on teachers’ perceptions about diversity is key to understanding the different approaches to be implemented to build inclusive education. Within this framework, the perceptions and attitudes of 73 students in the Mathematics specialization of the University Master’s Degree in Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching (Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Formación Profesional y Enseñanza de Idiomas (MAES) at the University of Granada (Spain) were analyzed to determine their views about the initial training they received on attention to diversity during the Master’s program. The study is a descriptive and correlational-predictive transversal examination of the responses obtained from the “Questionnaire for preservice secondary education teachers on perceptions about attention to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). The findings demonstrate that the students—preservice secondary education teachers—held favorable attitudes toward diversity and the principle of inclusion. The findings also show that contact with persons with disability influences perception of this population. The authors conclude that better training and knowledge of the elements that condition the teaching–learning process for high-quality attention to diversity predict better pedagogical preparation in matters of attention to diversity.

Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking

This article shows the levels of technostress in primary and secondary education teachers in Chile, in the context of educational telework that Chile has adopted in connection with the health crisis by COVID-19. The information has been collected with the use of the RED-TIC scale, previously used in this country, whose validity and reliability of the instrument has been treated, for this case, with confirmatory factorial analysis (CFA) with a national coverage sample of 3006 teachers. The results show that 11% of teachers reveal techno anxiety and 7.2%, techno fatigue. Combining both manifestations, we find that 6.8% of teachers are techno stressed. Finally, fatigue and anxiety factors are higher for female teachers.

Views of Secondary Education Teachers in Cyprus, Regarding the Information They Receive for Pupils with Chronic Diseases in Their Classes

In Cyprus, many pupils with chronic diseases attend public school in regular classes, managing their disease's demands in parallel with their education. Teachers are responsible for both education and management of these pupils at school. They have to see to their safety, but they must also provide equal learning opportunities to pupils with chronic diseases. Therefore, teachers' information about each child's condition and needs is crucial for their better response to the challenge of coping with the unique needs these pupils may have at school and in the classroom. This study's purpose is an initial investigation of the quality of the information teachers receive in this context. Our methodology is qualitative. We conducted twelve interviews with secondary education teachers in Larnaca and Famagusta in Cyprus during 2019-2020. We analyzed our data by applying the Thematic Content Analysis method. Our findings indicated that teachers felt that the school's information regarding pupils with chronic diseases was either incomplete or, even worse, non-existent.

La política de formación de los profesores de educación secundaria baja: Cambios, inercias, ausencias y retos. El caso de la Escuela Normal Superior de México, 1983-2020

The purpose of the article is to analyze the changes that have been taking place in the training of lower secondary education teachers, through the academic, organizational and institutional conditions experienced by a training institution. The work presents the results of an investigation carried out at the Escuela Normal Superior de México and focused on the environments and circumstances in which the academic life of teacher educators develops in contexts of periodic reforms that promote the transformation and strengthening of the normal schools without achieving the desired results. Training policies are assumed to be fragmentary and incomplete as a result of the interweaving of institutional arrangements, practices, routines, and traditional strategies that affect the development and future of the training institution. From this perspective, the dispositions of the trainers in these environments are explored, as well as the horizons of possibility of change of a legendary institution.