Perspectivas actitudinales de docentes en ejercicio y en formación hacia la inclusión educativa

Abstract

eaching attitudes are core elements for professional activity in the current inclusive education system. In this sense, a study was carried out in the cities with campuses of the University of Granada (Spain) to measure the attitudinal components towards that educational model in the teaching community composed by trainee and practicing teachers. A quantitative method was employed along with a descriptive and contrastive transversal design to elaborate profiles and patterns around inclusion. These data were collected in two consolidated and validated scales, completed online by 328 participants (206 students and 122 teachers). After the analysis with statistical data, an acceptable attitude, with potential for improvement, was inflicted on the teachers who have considerable power to influence students at the beginning of their professional careers. Only those who specialize in fields related to Special Education show attitudes that are thoroughly positive. There is then an urge for attitudinal optimization through teaching practice as a previous step to the enhancement of inclusive education.