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Attitudes of Teachers Towards Diversity and Social Inclusion in Italy, Poland, Romania, and Spain

Attitudes of Teachers Towards Diversity and Social Inclusion in Italy, Poland, Romania, and Spain

Olga María Alegre de-la-Rosa, Luis Miguel Villar-Angulo
Copyright: © 2022 |Pages: 16
ISBN13: 9781668448120|ISBN10: 1668448122|ISBN13 Softcover: 9781668448168|EISBN13: 9781668448137
DOI: 10.4018/978-1-6684-4812-0.ch016
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MLA

de-la-Rosa, Olga María Alegre, and Luis Miguel Villar-Angulo. "Attitudes of Teachers Towards Diversity and Social Inclusion in Italy, Poland, Romania, and Spain." Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development, edited by Olga María Alegre de la Rosa and Luis Miguel Villar Angulo, IGI Global, 2022, pp. 197-212. https://doi.org/10.4018/978-1-6684-4812-0.ch016

APA

de-la-Rosa, O. M. & Villar-Angulo, L. M. (2022). Attitudes of Teachers Towards Diversity and Social Inclusion in Italy, Poland, Romania, and Spain. In O. Alegre de la Rosa & L. Villar Angulo (Eds.), Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development (pp. 197-212). IGI Global. https://doi.org/10.4018/978-1-6684-4812-0.ch016

Chicago

de-la-Rosa, Olga María Alegre, and Luis Miguel Villar-Angulo. "Attitudes of Teachers Towards Diversity and Social Inclusion in Italy, Poland, Romania, and Spain." In Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development, edited by Olga María Alegre de la Rosa and Luis Miguel Villar Angulo, 197-212. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4812-0.ch016

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Abstract

The present study uses an international survey composed of several scales to compare diversity and social inclusion among 164 teachers and 317 students from universities and 216 practitioners. Participants belong to four countries: Italy, Poland, Romania, and Spain (IPRS). The results illustrate the same or different perspectives of teachers, students, and practitioners about competencies for 21st-century teachers, efficient professionals in inclusive education, the program of the Master's Degree in Education for diversity and social inclusion, and the components for a curriculum adaptation in IPRS. IPRS showed a clear difference among their groups of teachers, students, and practitioners. Limitations and future directions are included.

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