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Fecha
2022-04-22
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
MDPI
Citas
Resumen
The following study aimed to describe the perception of primary education teachers regarding pupils who are discriminated against on the grounds of low functional performance. In this way, the EPREPADI-1 scale (primary education teachers’ perception of their training and professional practice in relation to pupils with disabilities) was applied with a purposive and non-probabilistic sampling aimed at teachers in the Region of Murcia, obtaining a sample with a confidence level of 95% and a sampling error of 5% (410 participants). Being quantitative descriptive research, an exploratory factor analysis was carried out to determine the existence of seven key factors, of which three were considered, due to their high significance for the objectives of this study, to determine their correlation by means of the Pearson test, as well as the Chi-square test and Cramer’s V test to determine the correlation between the factors and the ordinal variables of the scale. These tests allowed us to analyse the existing relationships between the specific training received (initial and continuous), and the effects that this training had on the performance of their professional practice. At the same time, we investigated the perception teachers have of their use of the language of negation, and to what extent the semantics used can lead to situations of exclusion.
Descripción
The registered version of this article, first published in “ Sustainability, 14(9), 5063", is available online at the publisher's website: https://doi.org/10.3390/su14095063
La versión registrada de este artículo, publicado por primera vez en “ Sustainability, 14(9), 5063", está disponible en línea en el sitio web del editor: https://doi.org/10.3390/su14095063
La versión registrada de este artículo, publicado por primera vez en “ Sustainability, 14(9), 5063", está disponible en línea en el sitio web del editor: https://doi.org/10.3390/su14095063
Categorías UNESCO
Palabras clave
rights, educational quality, inclusion, disability, teachers, educational quality
Citación
Díaz Santa María, Y., & Molina Saorín, J. (2022). The right to inclusive quality education: Primary school teachers’ perceptions based on the EPREPADI-1 scale. Sustainability, 14(9), 5063. https://doi.org/10.3390/su14095063
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación I