Teacher education students’ beliefs of inclusion and perceived competence to teach students with disabilities in Spain
Por favor, use este identificador para citar o enlazar este ítem:
http://hdl.handle.net/10045/24899
Título: | Teacher education students’ beliefs of inclusion and perceived competence to teach students with disabilities in Spain |
---|---|
Autor/es: | Cardona Moltó, María Cristina |
Grupo/s de investigación o GITE: | Grupo de Investigación Interdisciplinar en Docencia Universitaria (GIDU) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Psicología de la Salud |
Palabras clave: | Students with disabilities | Inclusion | Student teachers’ beliefs | Inclusive education | Spain |
Área/s de conocimiento: | Métodos de Investigación y Diagnóstico en Educación |
Fecha de publicación: | 2009 |
Editor: | International Association of Special Education |
Cita bibliográfica: | CARDONA MOLTÓ, María Cristina. “Teacher education students’ beliefs of inclusion and perceived competence to teach students with disabilities in Spain”. The Journal of the International Association of Special Education. Vol. 10, No. 1 (2009). ISSN 1555-6913, pp. 33-41 |
Resumen: | The practical difficulties of including students with disabilities and diverse educational needs into regular classrooms are apparent in all countries around the world. Successful implementation of the policy of inclusion depends largely on teachers having the knowledge, skills, and competency necessary to make it work. This article presents the results of a study investigating current Spanish student teachers’ beliefs of the inclusion of students with disabilities and perceived competence to teach them in inclusive classrooms. Results indicated that the majority of respondents agreed with the philosophy of inclusive education but feel slightly competent to teach and manage their behaviour in inclusive settings compared with the respondents perceived competence of inservice regular and special education teachers. These findings reveal ambivalence and result in several implications for the design of the new Initial Teacher Education (ITE) programs at the University of Alicante in concordance with the process of the European Convergence in Higher Education. |
URI: | http://hdl.handle.net/10045/24899 |
ISSN: | 1555-6913 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Revisión científica: | si |
Aparece en las colecciones: | INV - GIDU - Artículos de Revistas INV - DEG - Artículos de Revistas Institucional - IUIEG - Publicaciones |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
---|---|---|---|---|
2009_Cristina_Cardona_JIASE_2.pdf | 646,8 kB | Adobe PDF | Abrir Vista previa | |
Todos los documentos en RUA están protegidos por derechos de autor. Algunos derechos reservados.