Exploring the Beliefs of Spanish Teachers Who Promote the Development of Inclusive Pedagogy

Autor/inn/en	Orozco, Inmaculada; Moriña, Anabel
Titel	Exploring the Beliefs of Spanish Teachers Who Promote the Development of Inclusive Pedagogy
Quelle	In: International Journal of Inclusive Education, 27 (2023) 5, S.620-635 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orozco, Inmaculada) ORCID (Moriña, Anabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1866686
Schlagwörter	Elementary School Teachers; Inclusion; Student Diversity; Teacher Attitudes; Professional Identity; Knowledge Level; Foreign Countries; Beliefs; Teacher Role; Self Efficacy; Regular and Special Education Relationship; Students with Disabilities; Spain + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inklusion; Lehrerverhalten; Wissensbasis; Ausland; Belief; Glaube; Lehrerrolle; Self-efficacy; Selbstwirksamkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Spanien
Abstract	This article explores the beliefs of 25 Spanish primary education teachers who develop inclusive pedagogy when planning and implementing actions for all students. We used a qualitative methodology and the data were gathered through semi-structured and in-depth interviews. We analysed the data using an inductive coding system. The results revealed the beliefs of the participants about diversity and inclusive education, their professional self-concept, how they understood learning and their beliefs about their self-efficacy as teachers. These teachers showed a humanistic perspective that welcomes diversity and they felt responsible for the presence, learning, happiness and success of all their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01