How to Become an Inclusive Teacher? Advice from Spanish Educators Involved in Early Childhood, Primary, Secondary and Higher Education

Autor/inn/en	Orozco, Inmaculada; Moriña, Anabel
Titel	How to Become an Inclusive Teacher? Advice from Spanish Educators Involved in Early Childhood, Primary, Secondary and Higher Education
Quelle	In: European Journal of Special Needs Education, 38 (2023) 5, S.629-644 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orozco, Inmaculada) ORCID (Moriña, Anabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2145688
Schlagwörter	Foreign Countries; Early Childhood Education; Elementary Secondary Education; Higher Education; Teacher Attitudes; Inclusion; Planning; Teaching Methods; Ethics; Emotional Response; Teacher Education; Preschool Education; Postsecondary Education; Spain + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Inklusion; Ablaufplanung; Planungsprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Emotionales Verhalten; Lehrerausbildung; Lehrerbildung; Pre-school education; Vorschulerziehung; Post-secondary education; Tertiäre Bildung; Spanien
Abstract	Through the voices of 100 Spanish teachers from Early Childhood, Primary, Secondary and Higher Education who carry out inclusive practices, this study explores the recommendations of these professionals for other colleagues to be inclusive. We conducted a qualitative multicase study using semi-structured interviews. The data were analysed through an inductive category and coding system. The findings are presented based on four topics: teacher planning, methodologies, ethical and emotional competences, and training. The results show similarities and differences between the guidelines given at different educational levels. This research provides practical lessons and it highlights that it is possible to be inclusive at any educational stage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01