Publication: Análisis del impacto de un curso d eformación sobre educación inclusiva en las actitudes y la autoeficacia de futuros docentes
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Date
2023
Authors
Gómez-Marí, Irene ; Pastor-Cerezuela, Gemma ; Tárraga-Mínguez, Raúl
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.558021
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info:eu-repo/semantics/article
Description
Abstract
Las actitudes y la autoeficacia docente son dos constructos relevantes para alcanzar las metas que se propone la escuela inclusiva. La formación y el contacto previo con personas con diversidad funcional parecen influir en dichas variables. Por ello, los objetivos de este trabajo fueron analizar si la formación previa y el contacto previo con personas con diversidad funcional influyen en las actitudes y autoeficacia antes de cursar una asignatura; y examinar y analizarlas actitudes y la autoeficacia, así como e grado de relación entre ellas, antes y después de cursar la asignatura. Un total de 118 futuros maestros cumplimentaron el Teacher Efficacy for Inclusive Practice Scaley el Questionnaire to Measure Attitudes Towards Inclusive Education. Los resultados muestran quelas actitudes y la autoeficacia están relacionadas; pero que ni la formación previa ni el contacto previo tuvieron un impacto en la evaluación inicial de ambas. En el postest, los niveles de autoeficacia se incrementaron, por lo que podríamos concluir que la formación podría haber incidido en estos resultados positivos. Las puntuaciones altas tanto en actitudes como en autoeficacia son alentadoras, pues se trata de constructos clave para instaurar la escuela inclusiva.
Attitudes and teachers’ self-efficacy are two relevant constructs to achieve the goals proposed by inclusive education.Training and previous contact with people with functional diversity seem to influence those variables. Therefore, this study aims to examine whether previous training and previous contact with people with functional diversity influence attitudes and self-efficacy before taking a subject; and examine and analyze attitudes and self-efficacy, as well as the degree of association between these variables, before and after taking the subject. An amount of 118 pre-service teachers completed the Teacher Efficacy for Inclusive Practice Scale and the Questionnaire to Measure Attitudes Towards Inclusive Education. The results show that attitudes and self-efficacy are associated,but neither prior training nor prior contact influencedboth initial assessments. In the posttest, the levels of self-efficacy increased, so we can conclude that training could have an impact on these positive results. The high scores in attitudes and self-efficacy are encouraging, as there are key constructs to establish inclusive education.
Attitudes and teachers’ self-efficacy are two relevant constructs to achieve the goals proposed by inclusive education.Training and previous contact with people with functional diversity seem to influence those variables. Therefore, this study aims to examine whether previous training and previous contact with people with functional diversity influence attitudes and self-efficacy before taking a subject; and examine and analyze attitudes and self-efficacy, as well as the degree of association between these variables, before and after taking the subject. An amount of 118 pre-service teachers completed the Teacher Efficacy for Inclusive Practice Scale and the Questionnaire to Measure Attitudes Towards Inclusive Education. The results show that attitudes and self-efficacy are associated,but neither prior training nor prior contact influencedboth initial assessments. In the posttest, the levels of self-efficacy increased, so we can conclude that training could have an impact on these positive results. The high scores in attitudes and self-efficacy are encouraging, as there are key constructs to establish inclusive education.
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