Research on Quality Indicators to Guide Teacher Training to Promote an Inclusive Educational Model

Authors

DOI:

https://doi.org/10.15359/ree.25-1.10

Keywords:

Formación de docentes, indicadores educativos, inclusión educativa, investigación pedagógica

Abstract

The work we present is an ongoing research project on school inclusion, its implications for education, and an analysis of quality indicators. The research’s main objective is to analyze the beliefs and training needs that teachers have on inclusive education to consider some quality indicators for their training. The research was conducted at all levels of the Spain’s education system, except for higher education, i.e., namely early childhood education, primary education, secondary education, baccalaureate, and training modules. The study uses a qualitative research approach. Interviews were conducted with an open-ended questionnaire, one per interviewee, except for the principal and head teacher, who were interviewed as members of the board. Based on the analysis of data, results, and conclusions, we propose quality indicators to guide teachers’ training. The most relevant indicators are linked to the need to promote an inclusive educational model in which schools develop inclusive institutional projects, and teacher training is aligned with educational inclusion. This model is based on learning programs aligned with inclusive educational practices and needs and focuses on comprehension, democracy, and participation principles

Author Biographies

María José Navarro-Montaño, Universidad de Sevilla

Associate professor, lecturer at the MSc in Special Educational Needs and Attention to Diversity in the School, and member of the Program of Doctorate in Education of the Faculty of Education Sciences at the University of Seville (Spain). Member of the research group GID HUM-390. Doctor of Philosophy and Education Sciences. Research lines: Attention to Diversity and Inclusive Education.   

Antonia López-Martínez, Universidad de Sevilla

Associate professor at the Department of Teaching and Educational Organization of the Faculty of Educational Sciences at the University of Seville (Spain). Member of the research group GID HUM-390. Research lines: organization and management of educational centres to attend to the needs and interests of students.  

Margarita Rodríguez-Gallego, Universidad de Sevilla

Associate professor at the Department of Teaching and Educational Organization of the Faculty of Educational Sciences (University of Seville, Spain). Member of the research group GDI HUM-390, in which she has developed research works in the field of general didactics, information and communication technologies, and external internships in the Degree and in Learning Communities.

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Published

2021-01-01

How to Cite

Research on Quality Indicators to Guide Teacher Training to Promote an Inclusive Educational Model (M. J. Navarro-Montaño, A. López-Martínez, & M. Rodríguez-Gallego , Trans.). (2021). Revista Electrónica Educare, 25(1), 1-18. https://doi.org/10.15359/ree.25-1.10

Issue

Vol. 25 No. 1 (2021): Revista Electrónica Educare (January-April)

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Journal Articles (Peer Reviewed Section)

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How to Cite

Research on Quality Indicators to Guide Teacher Training to Promote an Inclusive Educational Model (M. J. Navarro-Montaño, A. López-Martínez, & M. Rodríguez-Gallego , Trans.). (2021). Revista Electrónica Educare, 25(1), 1-18. https://doi.org/10.15359/ree.25-1.10

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