Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

Abstract

Inclusive education is a right for every student, being one of the current challenges with which the education system is struggling. The teacher’s role in this process is essential in building an inclusive and transformative school. This study aims to measure Spanish secondary school teachers’ perceptions of their preparation to address inclusive education, exploring whether there are differences concerning their gender. A total of 420 Spanish secondary school teachers responded to three dichotomous questions about their initial and ongoing preparation using the Evaluation of Teacher Education for Inclusion Questionnaire (CEFI-R). The results suggest that there are no significant differences between men and women regarding their perceived readiness to deal with diversity. However, women seem to be more confident in their competence, as they show less need for preparation in addressing the diversity of needs in their students with disabilities, and in promoting inclusive education.

Ethical values of teachers: Differentiation according to regular physical activity

“…When the literature is examined; Those who engage in physical activity can stay away from unethical behaviors as a result of the positive behaviors they learn from training and their teammates (Ediş and Gündüz, 2019;Öztürk Karataş and Karataş, 2021;Temel, 2022). In addition, physical activities are very useful for collaborating with students with disabilities (Rojo-Ramos et al, 2022). These findings support the research results.…”

“…When examining the literature, Sarıgül and Kana (2018) found that teachers are prone to ethical values. Secondary school teachers who want to help their students are very willing to receive education for diverse inclusive education and want to show ethical behavior to every student (Triviño-Amigo et al, 2022). Pre-service teachers are also very willing to act ethically towards inclusive education (Chiva-Bartoll et al, 2021).…”

“…In another study, preschool teachers' ethical perceptions were found at a good level (Duran, 2014). Physical education teachers and pre-service teachers thought that physical education lesson is effective in inclusive education, enabling students to experience sociocultural diversity and find their own identity (Chiva-Bartoll et al, 2021;Manzano-Sánchez et al, 2021;Rojo-Ramos et al, 2022). The behavior of physical education teachers to comply with professional ethics is quite good (Doğaner and Özbek, 2019).…”

“…Physical education teachers who carry out these duties act by professional ethics (Kalenskyi et al, 2021;O'Neil and Richards, 2018;Shapran et al, 2022). An inclusive education is planned by bringing in students with various skills or with disabilities through physical education and sports lessons (Rojo-Ramos et al, 2022). Sports education model (Ediş and Gündüz, 2019;Temel, 2022), personal-social responsibility model (Manzano-Sánchez et al, 2021), and traditional games (Bozkurt, 2017;Temel, 2022) are very effective in gaining ethical values to students.…”

Understanding the Relational Dynamics of Chilean Rural Teachers: Contributions from a Narrative-Generative Perspective

“…This aspect of the analysis is slowly being complemented by studies focusing on the student body (historically unbalanced in literary production with respect to the teaching staff) [48,52], those that investigate school-environment relations, the working method-ologies of the teaching staff or the teaching of curricular specialties. In short, by works that investigate what happens in classrooms and rural schools from a pedagogical point of view [53][54][55][56]. Sometimes, through empirical contributions, the focus shifts from administrative demands (linked to resources, projects or professional rights of the teaching staff) to pedagogical demands (closer to the educational possibilities that rural schools have for their students and for the communities that make them up) [57][58][59].…”