Teaching experience and its impact on the commitment to inclusion in primary education

Authors

  • Margarita Rodríguez Gudiño Equipo de Orientación Educativa y Psicopedagógica (EOEP) de Olivenza (Badajoz) https://orcid.org/0000-0002-3941-242X
  • Cristina Jenaro Río Universidad de Salamanca, Facultad de Psicología http://orcid.org/0000-0003-2060-1658
  • Raimundo Castaño Calle Facultad de Educación, Universidad Pontificia de Salamanca

DOI:

https://doi.org/10.47553/rifop.v98i37.1.93988

Abstract

There is a growing body of research on the effects of educational inclusion on diverse students, and in particular, on students with special educational needs. However, it is necessary to analyze the impact of environmental variables such as school size and ownership and personal variables such as training, experience and satisfaction with inclusive experiences, on the commitment to educational inclusion. Thus, the present study aims to analyze the impact that the aforementioned personal and environmental variables have on teachers' commitment to educational inclusion. For this purpose, a sample of 170 teachers from public and private schools in the region of Extremadura (Spain) was used. The data collection was carried out with the Questionnaire of Perception of the Educational Center and the Questionnaire of Perception and Commitment to Inclusion. The results support the importance of information, training and contact as ways to improve commitment to inclusion. It also demonstrates the relevance of providing experiences to modify behaviors and train skills. In sum, information and training are not enough to modify attitudes; it is necessary to train skills or competencies to deal with diversity from a positive perspective.

Author Biographies

Margarita Rodríguez Gudiño, Equipo de Orientación Educativa y Psicopedagógica (EOEP) de Olivenza (Badajoz)

Degree in Psychology from the UNED, a Master's Degree in Integration of People with Disabilities: Habilitation and Rehabilitation. INICO, University of Salamanca and Master in Communication Disorders: Neuroscience of Hearing and Language, University of Salamanca. She is a secondary school teacher, specializing in psychology and pedagogy, and a counselor in the Educational and Psychopedagogical Guidance Team (EOEP) of Olivenza (Badajoz).

Cristina Jenaro Río, Universidad de Salamanca, Facultad de Psicología

University professor since 2016, in the department of personality, psychological assessment and treatment of the faculty of psychology, University of Salamanca. She is a researcher at INICO, University Institute of Community Integration and member of the Consolidated Research Unit (UIC) and recognized by the Junta de Castilla y León on September 22, 2015. She is also a member of the research team NEUR-09 Autism and Neurodevelopmental Disorders, Infoautism, of the IBSAL. Her main lines of research are related to disability, inclusion, health, quality of life, attitudes and transition to adulthood.

Raimundo Castaño Calle, Facultad de Educación, Universidad Pontificia de Salamanca

Full professor since 2018 at the Faculty of Education, Universidad Pontificia de Salamanca. He has a Master's degree in Physical-Sports Activity and Social Integration and is the Current vice dean of teaching staff and degrees of that faculty. Her is a member of the EGIIOFYD research team, Teaching, Management, Intervention, Inclusion and Orientation of Physical Activity and Sport. He is also a member of the Scientific Reviewers Committee of Comunicar Journal (Indexed in JCR (Q1); SCOPUS (Q1); Google Scholar (1st top 100). Among his lines of research are the attention to diversity and inclusive education, students with Specific Educational Support Needs or Inclusion in the framework of physical activity and sport.    

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Published

2023-04-26

How to Cite

Gudiño, M. R., Jenaro Río, C., & Calle, R. C. (2023). Teaching experience and its impact on the commitment to inclusion in primary education. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 98(37.1). https://doi.org/10.47553/rifop.v98i37.1.93988

Issue

Vol. 98 No. 37.1 (2023): La acreditación del profesorado universitario en España: situación y perspectivas futuras

Section

Miscelánea

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