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Spanish Teachers’ Perceptions of Their Preparation for Inclusive Education: The Relationship between Age and Years of Teaching Experience

Author

Listed:
  • Natalia Triviño-Amigo

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

  • Sabina Barrios-Fernandez

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

  • Carlos Mañanas-Iglesias

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

  • Jorge Carlos-Vivas

    (Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

  • María Mendoza-Muñoz

    (Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
    Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal)

  • José Carmelo Adsuar

    (Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

  • Ángel Acevedo-Duque

    (Public Policy Observatory, Universidad Autónoma de Chile, Providencia 7500912, Chile)

  • Jorge Rojo-Ramos

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain)

Abstract

Inclusive education (IE) refers to the education of all learners, with or without disabilities, irrespective of their status or origin, who share the same learning spaces. IE is a multidimensional approach based on rights and quality of life paradigms. As teachers are agents of change, they must have the knowledge and competencies to meet this challenge. This study aimed to find potential associations between teachers’ preparation and their age and years of teaching experience. A cross-sectional study with a sample of 1275 teachers working in early childhood, primary and secondary education was performed. They answered three dichotomic questions about their initial and ongoing preparation and The Evaluation of Teacher Preparation for Inclusion (CEFI-R) Questionnaire. The dichotomic questions showed that 26.4% of respondents felt qualified to face the challenges of their students’ diversity. There were significant inverse associations between the CEFI-R Dimension 1 (diversity conception), Dimension 3 (supports), and Dimension 4 (community participation) and the teachers’ age and years of teaching experience. This means that the higher the age or the years of experience, the teachers’ perceived preparation for inclusion is worse, which should encourage us to take measures to improve teachers’ competencies and preparedness.

Suggested Citation

  • Natalia Triviño-Amigo & Sabina Barrios-Fernandez & Carlos Mañanas-Iglesias & Jorge Carlos-Vivas & María Mendoza-Muñoz & José Carmelo Adsuar & Ángel Acevedo-Duque & Jorge Rojo-Ramos, 2022. "Spanish Teachers’ Perceptions of Their Preparation for Inclusive Education: The Relationship between Age and Years of Teaching Experience," IJERPH, MDPI, vol. 19(9), pages 1-12, May.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:9:p:5750-:d:811361
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    References listed on IDEAS

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    1. Rashed Aldabas, 2020. "Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective," SAGE Open, , vol. 10(3), pages 21582440209, August.
    2. Daniela Maria Cretu & Felicia Morandau, 2020. "Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research," Sustainability, MDPI, vol. 12(12), pages 1-27, June.
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    Cited by:

    1. Ángel Acevedo-Duque & Carmen Jiménez-Bucarey & Tohtli Prado-Sabido & Mirtha Mercedes Fernández-Mantilla & Irene Merino-Flores & Sandra Sofía Izquierdo-Marín & Nicolás Valle-Palomino, 2023. "Education for Sustainable Development: Challenges for Postgraduate Programmes," IJERPH, MDPI, vol. 20(3), pages 1-15, January.
    2. Natalia Triviño-Amigo & David Manuel Mendoza-Muñoz & Noelia Mayordomo-Pinilla & Sabina Barrios-Fernández & Nicolás Contreras-Barraza & Miseldra Gil-Marín & Dante Castillo & Carmen Galán-Arroyo & Jorge, 2022. "Inclusive Education in Primary and Secondary School: Perception of Teacher Training," IJERPH, MDPI, vol. 19(23), pages 1-12, November.

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