Attitudes Toward School Inclusionand Intercultural Perceptions: A Case Study

  1. Manuel A. Pestano 1
  2. Olga M. Alegre De la Rosa 1
  3. Luis M. Villar Angulo 2
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  2. 2 University of Seville, Spain
Aldizkaria:
International Journal of University Teaching and Faculty Development

ISSN: 1949-4947

Argitalpen urtea: 2014

Alea: 5

Zenbakia: 4

Orrialdeak: 247-261

Mota: Artikulua

GOOGLE SCHOLAR

Beste argitalpen batzuk: International Journal of University Teaching and Faculty Development

Laburpena

This study analyzed the importance student teachers’ attitudes towards inclusion and multiculturalism in Teacher Education, Pedagogy and Master’s degree in Teacher Education in the School of Education at the University of La Laguna (ULL). Pre-service teachers were classified by the following socio-demographic variables: sex, age, experiences with different people and intercultural experiences, grades and study cycles. The study sample consisted of 1,667 undergraduate students. The “Questionnaire on Attitudes Toward Inclusion and Interculture” (QAII) was based on the “Index for Inclusion” (Booth & Ainscow, 2000). Three dimensions composed it equally: inclusive cultures, policies and practices for testing hypothesis about the differences among students. Socio-demographic variables analyzed in the dimensions of QAII revealed the existence of different student attitudes towards inclusion. These findings implied changes in the curriculum of all degrees in the School of Education at the ULL. This study recommended inclusive education as a basic value for pre-service teacher trainees.

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