Josefina Lozano Martínez, Antonia Cava, G. Minutoli, I. Reche
{"title":"是否需要对教师进行包容性方法的培训?","authors":"Josefina Lozano Martínez, Antonia Cava, G. Minutoli, I. Reche","doi":"10.6018/REIFOP.468941","DOIUrl":null,"url":null,"abstract":"The challenge the school must take up currently is to combine school teaching activities with educational inclusion. Social and school inclusion has a key role in implementing efficient and inclusive educational policies and practices. However, a question should not be left unanswered: are teachers ready for this? Are methodologies and their techniques in line with these inclusive approaches? Or, on the contrary, is it necessary to have more training for generalist teachers? The aim of this paper is to investigate, through a questionnaire, these aspects. The results show the perception of 606 curricular and support teachers in high schools in the town of Messina. Data analysis reveals the need for a higher level of training and cooperation among teachers and at the same time points out statistically significant differences among teachers’ initial trainings in relation to response to diversity and their opinions about the benefits inclusion can have on learning, socio-affective environment and professional advancement.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"¿Es necesaria la formación del profesorado en metodologías inclusivas?\",\"authors\":\"Josefina Lozano Martínez, Antonia Cava, G. Minutoli, I. Reche\",\"doi\":\"10.6018/REIFOP.468941\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The challenge the school must take up currently is to combine school teaching activities with educational inclusion. Social and school inclusion has a key role in implementing efficient and inclusive educational policies and practices. However, a question should not be left unanswered: are teachers ready for this? Are methodologies and their techniques in line with these inclusive approaches? Or, on the contrary, is it necessary to have more training for generalist teachers? The aim of this paper is to investigate, through a questionnaire, these aspects. The results show the perception of 606 curricular and support teachers in high schools in the town of Messina. Data analysis reveals the need for a higher level of training and cooperation among teachers and at the same time points out statistically significant differences among teachers’ initial trainings in relation to response to diversity and their opinions about the benefits inclusion can have on learning, socio-affective environment and professional advancement.\",\"PeriodicalId\":36972,\"journal\":{\"name\":\"Revista Electronica Interuniversitaria de Formacion del Profesorado\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2021-04-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista Electronica Interuniversitaria de Formacion del Profesorado\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.6018/REIFOP.468941\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Electronica Interuniversitaria de Formacion del Profesorado","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6018/REIFOP.468941","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
¿Es necesaria la formación del profesorado en metodologías inclusivas?
The challenge the school must take up currently is to combine school teaching activities with educational inclusion. Social and school inclusion has a key role in implementing efficient and inclusive educational policies and practices. However, a question should not be left unanswered: are teachers ready for this? Are methodologies and their techniques in line with these inclusive approaches? Or, on the contrary, is it necessary to have more training for generalist teachers? The aim of this paper is to investigate, through a questionnaire, these aspects. The results show the perception of 606 curricular and support teachers in high schools in the town of Messina. Data analysis reveals the need for a higher level of training and cooperation among teachers and at the same time points out statistically significant differences among teachers’ initial trainings in relation to response to diversity and their opinions about the benefits inclusion can have on learning, socio-affective environment and professional advancement.