Attitude to the Inclusion of Pedagogy Students of a Chilean State University

Authors

DOI:

https://doi.org/10.4067/S0718-73782018000200133

Keywords:

Inclusive education, Teacher educator training, Quantitative analysis

Abstract

The current public policies in education matters of the Chilean State have declared within their focus the educational inclusion and a new public quality education that offers the best opportunities to all its inhabitants, especially to the most vulnerable socially, culturally and economically. In this way, takes the international commitment mandated by the United Nations in the 2030 Agenda for Sustainable Development, in particular the Sustainable Development Goal 4, whose objective is to guarantee an inclusive and equitable quality education and to promote opportunities of permanent learning for all (un/cepal, 2016). The objective of this investigation considers studying the attitudes of pedagogy students to promote the inclusive school’s development. It is necessary, therefore, to know what they think and feel one of their main actors that will lead these changes, future teachers. This study was developed under a quantitative, multivariate, descriptive and correlational model of the phenomenon based on the general perceptions of the sample according to the studied construct. The data collection was carried out through the adaptation to the Chilean reality of the "Cuestionario para futuros docentes de Educación Secundaria acerca de las percepciones sobre atención a la diversidad" (Colmenero & Pegalajar, 2015). The results show a positive perception towards inclusion of students, but it is necessary materialized them in a better initial teacher training and in real inclusion practices.

Author Biographies

Pablo Castillo Armijo, Universidad de Talca

Doctor en Educación y Sociedad, Máster Oficial en Investigación en Didáctica, Formación y Evaluación Educativa y Licenciado en Pedagogía por la Universitat de Barcelona, España. Título de Profesor de Historia y Geografía, Licenciado en Historia y Magíster en Educación con Mención en Currículum por la Pontificia Universidad Católica de Valparaíso, Chile. Profesor Conferenciante de la Facultad de Ciencias de la Educación e Investigador Postdoctoral del Núcleo Científico Multidisciplinario de la Dirección de Investigación de la Universidad de Talca-Chile.

Carlos Miranda Carvajal, Universidad de Talca

Magíster en Evaluación Educacional, Título de Profesor de Educación General Básica con Mención en Educación y Desarrollo Rural y Licenciado en Educación por la Universidad de Playa Ancha, Chile. Diplomado en Educación Intercultural Bilingüe, Cátedra Indígena, Universidad de Chile. Actualmente se desarrolla como profesor de la escuela Teniente Julio Allende Ovalle de Valparaíso, como consultor en Genium Consultores e Investigador colaborador de la Facultad de Ciencias de la Educación de la Universidad de Talca.

Published

2018-11-01

How to Cite

Castillo Armijo, P., & Miranda Carvajal, C. (2018). Attitude to the Inclusion of Pedagogy Students of a Chilean State University. Latin American Journal of Inclusive Education, 12(2), 133–148. https://doi.org/10.4067/S0718-73782018000200133