Engagement en la formación docente como impulsor de actitudes inclusivas

Daniel Falla; Carmen Alejandres Gómez; Carmen Gil del Pino

doi:10.5944/educxx1.30369

Authors

Daniel Falla Universidad de Córdoba http://orcid.org/0000-0002-4030-4442
Carmen Alejandres Gómez Universidad de Córdoba http://orcid.org/0000-0002-9631-6880
Carmen Gil del Pino Universidad de Córdoba http://orcid.org/0000-0002-8062-2250

DOI:

https://doi.org/10.5944/educxx1.30369

Keywords:

inclusive education, academic engagement, attitudes, teacher training, higher education

Abstract

The implementation of inclusive, quality, and sustainable education requires committed, enthusiastic, and consistent teachers who have positive attitudes towards inclusion and, in particular, towards learners with Special Educational Needs - SEN - who are increasingly common and present in classrooms. Research has shown how training in inclusion is related to more favourable attitudes. However, the effect of academic engagement of university students on their attitudes towards inclusion and the mediating effect of such training on this relationship has not been examined. The purpose of this study is to test whether academic engagement of university students, specifically in the field of Education, influences their assessment of inclusion training, and whether a better assessment increases positive attitudes towards the inclusion of students with SEN. The surveyed sample consisted of 942 students from the Pre-school and Primary Education Grades with a mean age of 20.98 years (S.D = 3.44). Statistical analyses included Student's t test and mediation analysis. The results indicate that women have higher scores on academic engagement, valuing inclusion training and attitudes towards the inclusion of students with SEN. Academic engagement was directly and positively related to more favourable attitudes towards inclusion, and valuing training had a mediating effect of more than 50% on the relationship between academic engagement and attitudes towards inclusion. It is considered and suggested to promote a basic-level teacher training based on the development of high levels of engagement through quality theoretical and practical experiences and to include Inclusive Education as a relevant and transversal element in order to obtain a Higher Education that favours positive attitudes towards inclusion.

Downloads

Download data is not yet available.

References

Álvarez, J. L., & Buenestado, M. (2015). Predictores de las actitudes hacia la inclusión de alumnado con necesidades educativas especiales en futuros profesionales de la educación. Revista Complutense de Educacion, 26(3), 627–645. https://doi.org/10.5209/rev_RCED.2015.v26.n3.44551

An, M., Kang, A. Y., Kim, Y. A., Kim, M. J., Kim, Y. L., Kim, H. W., Na, Y. S., & Hwang, Y. Y. (2017). Comparison of Academic Engagement, Academic Burnout, Stress, and Social Support by Grade among Undergraduate Nursing Students. Journal of the Korean Society of School Health, 30(2), 113–123. https://doi.org/10.15434/KSSH.2017.30.2.113

Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/JOURNAL.509.2020.73.285.292

Badano, M. del R., Basso, R., Benedetti, M. G., Angelino, A., Ríos, J., & Lemos, R. (2018). Narrativas de estudiantes acerca de su experiencia universitaria. Un estudio en jóvenes que cursan carreras en el área de las Ciencias Sociales y Humanas en universidades públicas. Ciencia, Docencia y Tecnología Suplemento, 8(8), 465–490.

Bakker, A. B. (2017). Strategic and proactive approaches to work engagement. Organizational Dynamics, 46(2), 67–75. https://doi.org/10.1016/j.orgdyn.2017.04.002

Cachón-Zagalaz, J., Lara-Sánchez, A., Zagalaz-Sánchez, M. L., López-Manrique, I., & de Mesa, C. G. G. (2018). Psychometric properties of the utrecht work engagement scale in teacher training students. Suma Psicologica, 25(2), 113–121. https://doi.org/10.14349/sumapsi.2018.v25.n2.3

Camilleri, M. A. (2021). Evaluating service quality and performance of higher education institutions: a systematic review and a post-COVID-19 outlook. International Journal of Quality and Service Sciences, 13(2), 268–281. https://doi.org/10.1108/ijqss-03-2020-0034

Carmona-Halty, M. A., Schaufeli, W. B., & Salanova, M. (2019). The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students. Frontiers in Psychology, 10(APR), 1017. https://doi.org/10.3389/fpsyg.2019.01017

Collado-Sanchis, A., Tárraga-Mínguez, R., Lacruz-Pérez, I., & Sanz-Cervera, P. (2020). Analysis of teachers’ attitudes and perceived self-efficacy towards inclusive education. Educar, 56(2), 509–523. https://doi.org/10.5565/REV/EDUCAR.1117

De Boer, A., Timmerman, M., Pijl, S. J., & Minnaert, A. (2012). The psychometric evaluation of a questionnaire to measure attitudes towards inclusive education. European Journal of Psychology of Education, 27(4), 573–589. https://doi.org/10.1007/s10212-011-0096-z

Echeita, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula Abierta, 46(2), 17. https://doi.org/10.17811/rifie.46.2.2017.17-24

Esteban-Guitart, M., Damián, M. J. R., & Daniel, M. R. P. (2012). Empathy and tolerance of diversity in an intercultural educative setting. Universitas Psychologica, 11(2), 415–426. https://doi.org/10.11144/javeriana.upsy11-2.etdc

Falla, D., Sánchez, S., & Casas, J. A. (2021). What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work. Sustainability, 13(1), 416. https://doi.org/10.3390/su13010416

Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4–8. https://doi.org/10.1080/02619768.2020.1707579

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Fyllos, A., Kanellopoulos, A., Kitixis, P., Cojocari, D. V., Markou, A., Raoulis, V., Strimpakos, N., & Zibis, A. (2021). University students perception of online education: Is engagement enough? Acta Informatica Medica, 29(1), 4–9. https://doi.org/10.5455/AIM.2021.29.4-9

González-Gil, F., Martín-Pastor, E., & Orgaz Baz, B. (2017). ¿Están los futuros profesores formados en inclusión?: Validación de un cuestionario de evaluación. Aula Abierta, 46(2), 33. https://doi.org/10.17811/rifie.46.2.2017.33-40

González González, M. T., & Cutanda López, M. T. (2015). La formación del profesorado y la implicación (engagement) de los alumnos en su aprendizaje. Revista Iberoamericana de Educación, 69(2), 9–24. https://doi.org/10.35362/rie692134

Hayes, A. F. (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis. Guilford.

Hymel, S., & Katz, J. (2019). Designing Classrooms for Diversity: Fostering Social Inclusion. Educational Psychologist, 54(4), 331–339. https://doi.org/10.1080/00461520.2019.1652098

Llorent, V. J., & Álamo, M. (2019). The initial teacher training in attitudes toward cultural diversity. Validation of a scale. Papeles de Poblacion, 25(99), 185–206. https://doi.org/10.22185/24487147.2019.99.08

MacKinnon, D. P. (2008). Introduction to Statistical Mediation Analysis. Taylor & Francis Group.

Moliner García, O., Arnaiz Sánchez, P., & Sanahuja Ribés, A. (2020). Bridging the gap between theory and practice: What strategies university professors use in order to mobilize knowledge about inclusive education? Educacion XX1, 23(1). https://doi.org/10.5944/educxx1.23753

Montero, I., & León, O. G. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7(3), 847–862.

Navarro-Mateu, D., Franco-Ochoa, J., & Prado-Gascó, V. J. (2020). Measuring attitudes towards inclusion among university students pursuing education degrees: descriptive study (Medición de actitudes de estudiantes universitarios de magisterio hacia la inclusión: estudio descriptivo). Cultura y Educacion, 32(1), 43–64. https://doi.org/10.1080/11356405.2019.1705562

Novo-Corti, I., Muñoz-Cantero, J. M., & Calvo-Babío, N. (2015). Los futuros docentes y su actitud hacia la inclusión de personas con discapacidad. Una perspectiva de género. Anales de Psicologia, 31(1), 155–171. https://doi.org/10.6018/analesps.31.1.163631

Orozco, I., & Morinã, A. (2019). Teaching Practices for an Inclusive Pedagogy in Elementary Education: Listening the Teachers’ voices. Aula Abierta, 48(3), 331–338. https://doi.org/10.17811/RIFIE.48.3.2019.331-338

Ortega-Ruiz, R. (2020). Educación para el Desarrollo Sostenible : del proyecto cosmopolita a la ciberconvivencia. Investigación en la Escuela, 100, 11–22. https://doi.org/https://dx.doi.org/10.12795/IE.2020.i100.02

Otzen, T., & Manterola, C. (2017). Técnicas de Muestreo sobre una Población a Estudio. International Journal of Morphology, 35(1), 227–232. https://doi.org/10.4067/S0717-95022017000100037

Pérez Fuentes, M. C., Molero Jurado, M. D. M., Barragán Martín, A. B., Martos Martínez, Á., Simón Márquez, M. D. M., & Gázquez Linares, J. J. (2018). Autoeficacia y Engagement en estudiantes de Ciencias de la Salud y su relación con la autoestima. PUBLICACIONES, 48(1), 193–210. https://doi.org/10.30827/publicaciones.v48i1.7323

Rodríguez-Hidalgo, A. J., Pantaleón, Y., Dios, I., & Falla, D. (2020). Fear of COVID-19, Stress, and Anxiety in University Undergraduate Students: A Predictive Model for Depression. Frontiers in Psychology, 11, 591797. https://doi.org/10.3389/fpsyg.2020.591797

Schaufeli, W. B. (2017). General Engagement: Conceptualization and Measurement with the Utrecht General Engagement Scale (UGES). Journal of Well-Being Assessment, 1(1–3), 9–24. https://doi.org/10.1007/s41543-017-0001-x

Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and Engagement in University Students. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://doi.org/10.1177/0022022102033005003

Tárraga-Mínguez, R., Vélez-Calvo, X., Pastor-Cerezuela, G., & Fernández-Andrés, M. I. (2020). Attitudes of elementary school teachers towards inclusive education in Ecuador. Educacao e Pesquisa, 46. https://doi.org/10.1590/S1678-4634202046229504

UNESCO. (2017). Educación para los Objetivos de Desarrollo Sostenible: objetivos de aprendizaje - UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000252423

Valenzuela, J., Muñoz, C., Frenay, M., Devos, C., Marfull-Jensen, M., Precht, A., Silva-Peña, I., & Oliva, M. A. (2019). Academic engagement in preservice teachers: Motivational variables for a chilean sample. Revista Latinoamericana de Psicologia, 51(3), 181–190. https://doi.org/10.14349/rlp.2019.v51.n3.5

Verástegui Martínez, M. (2019). La feminización de la enseñanza en España : ¿un objeto de estudio obsoleto? Índice: Revista de Estadística y Sociedad, 73, 28–31.

Villegas Lirola, D. (2019). Necesidades específicas de apoyo educativo: tasas de prevalencia y análisis prospectivo. Revista de Educación Inclusiva, 12(2), 66–77.

Vizoso Gómez, C., & Arias Gundín, O. (2016). Engagement, burnout y rendimiento académico en estudiantes universitarios y su relación con la prioridad en la elección de la carrera. Revista de Psicología y Educación, 11(1), 45–60.

Wen, Z., & Fan, X. (2015). Monotonicity of effect sizes: Questioning kappa-squared as mediation effect size measure. Psychological Methods, 20(2), 193–203. https://doi.org/10.1037/met0000029