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Student Teachers' Beliefs and Attitudes Towards Diversity and Social Inclusion

Student Teachers' Beliefs and Attitudes Towards Diversity and Social Inclusion

Carmen Nuria Arvelo-Rosales (University of La Laguna, Spain)
Copyright: © 2022 |Pages: 16
DOI: 10.4018/978-1-6684-4812-0.ch007
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Abstract

The aim of this chapter is to analyse the competencies for inclusion developed by students of the Degree in Primary Education. After an analysis of the general competencies taught in the degree, the knowledge, skills, and attitudes for inclusion of trainee teachers were analysed. To achieve these objectives, a non-experimental, cross-sectional, and descriptive research design was carried out. A total of 440 students on the degree course in Primary Education at the University of La Laguna (Spain) took part in the study. The data were collected with a questionnaire developed ad hoc based on the inclusive competency profile developed by the EADSNE project (2012). The results showed that there was positive development of the competencies included in the profile. Therefore, the students had developed the knowledge, skills, and attitudes necessary to deal with diversity and become inclusive teachers.
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Introduction

Currently, it is necessary to train Primary Education teachers who are able to manage the classroom, adapting its dynamics to the diversity of the existing student body. Teachers must therefore develop the necessary competencies to respond to diversity in the classroom and offer an effective education for all, attending to the needs and characteristics of all students (Arnaiz, 2002). This chapter will analyse the competencies that future primary school teachers need to acquire, with an emphasis on the knowledge, skills and attitudes necessary for a teacher to be inclusive when teaching.

The chapter begins with a brief overview of the general competencies and the different training profiles of the Degree in Primary Education in Spain and a description of the competencies of the inclusive teacher, before moving on to a second part focusing on analysis of the development of these competencies in the degree course students. Subsequently, the results are analysed and in the last part of this chapter the discussion is held and conclusions are drawn, reflecting on the possible practical implications derived from this research.

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