Inclusive Education for Students in Childhood and Primary Teacher Training Programs

The interest of this work is to know the perception of professional skill to be a teacher able to face the challenges linked to inclusive education, by the recent graduates in Childhood and Primary Education Degree at the Faculty of Educational Sciences at the University of Granada, during its formative process. Teacher training gaps regarding attention to diversity currently involve disorientation, vulnerability, concern and even rejection due to ignorance in future teachers and active professionals. We have used a descriptive quantitative methodology, using a questionnaire “Professional skills in inclusive education” as an information collection tool, in a sample of 318 people aged between 22 and 31 years old. Results: the results show that all the students in the sample believe they have acquired professional skills to adequately address the challenges of inclusion in the centers, in relation to methods and means, along with improvement and innovation. They consider that the use of technologies and cooperative work is necessary, as well as the mastery of practices and evaluations to meet the diversity of students. The development of a growing accumulation of experience and knowledge as part of a great systemic change in the university classrooms of teacher training will help to guarantee quality in training and to reduce the "gap between theory and practice".

Teacher Training, Inclusive Education, Professional Skill

Learning in Higher Education

Paper Presentation in a Themed Session