Understanding Inclusive Pedagogy in Primary Education: Teachers' Perspectives

Autor/inn/en	Moriña, Anabel; Orozco, Inmaculada
Titel	Understanding Inclusive Pedagogy in Primary Education: Teachers' Perspectives
Quelle	In: Educational Studies, 47 (2021) 2, S.137-154 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moriña, Anabel) ORCID (Orozco, Inmaculada)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1670139
Schlagwörter	Foreign Countries; Inclusion; Elementary School Students; Public Schools; Urban Schools; Elementary School Teachers; Teacher Attitudes; Diversity; Student Centered Learning; Teaching Methods; Beliefs; Professional Identity; Design; Spain + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Spanien
Abstract	This article describes the beliefs, knowledge, designs and actions of primary education teachers who carry out inclusive pedagogy. We gathered the data using two semi-structured interviews. Twenty-five primary education teachers participated in the study, from eleven Spanish urban public schools. The results covered four topics: beliefs, knowledge, designs and actions for the learning of all students. We observed that teachers who apply inclusive pedagogy believe in the richness of diversity, use a student-centred learning approach, consider the affective and emotional aspects of learning, and base their teaching on active methodologies. This study provides examples of "good teachers" who may inspire others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01