Literaturnachweis - Detailanzeige
Autor/inn/en | Orozco, Inmaculada; Moriña, Anabel |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |