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Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain.

ABSTRACT: The Sentiments, Attitudes, and Concerns About Inclusive Education Revised scale was developed to close the existing gap in measuring perceptions of inclusive education in the educative context. It has been widely used in other cultures but not in Spain. Our objective has been to analyze the psychometric properties in the Spanish sample by studying their relationship with empathy and social dominance variables, finally taking into account sociodemographic variables to observe if there are differences. The scale was applied to a total of 647 subjects: 323 university-students (18-45 years) and 324 in-service teachers (35-58 years). The scale showed psychometric properties suitable for the general group, the students, and the teachers. Likewise, the female students showed a more positive attitude toward inclusion, and these attitudes were associated with empathy and social dominance. This version of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised is a useful tool for measuring the inclusive attitudes of undergraduate education students and in-service teachers.

SUBMITTER: Navarro-Mateu D

PROVIDER: S-EPMC7154158 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain.

Navarro-Mateu Diego D Franco-Ochoa Jacqueline J Valero-Moreno Selene S Prado-Gascó Vicente V

Frontiers in psychology 20200407

The Sentiments, Attitudes, and Concerns About Inclusive Education Revised scale was developed to close the existing gap in measuring perceptions of inclusive education in the educative context. It has been widely used in other cultures but not in Spain. Our objective has been to analyze the psychometric properties in the Spanish sample by studying their relationship with empathy and social dominance variables, finally taking into account sociodemographic variables to observe if there are differe ...[more]

PMID: 32318002

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Project description:The transformation toward more sustainable food choices may be supported by an education for sustainable nutrition. In schools, biology teachers play a key role in educating students as sustainability change makers, as biology lessons provide various opportunities to deal with ESD-topics such as sustainable nutrition. Teachers' classroom practices may be influenced by their personal choices regarding sustainable nutrition. Additionally, students may see their teachers as role models for sustainable behavior. This presents the risk of students adopting teachers' beliefs and behaviors without reflection. Teaching sustainable nutrition is therefore in potential conflict with indoctrinating young people toward sustainable diets. To date, no studies have addressed the perceived risk of indoctrination in the context of teaching sustainable nutrition in relation to teachers' personal beliefs, behaviors, and teaching practices. Therefore, this study explored whether biology teachers themselves perceive a risk of indoctrination when teaching sustainable nutrition, and what methods they use for teaching it in a non-indoctrinating way. For this purpose, we conducted semi-structured interviews with seven in-service biology teachers from high schools in Germany. Data for this explorative qualitative study were collected from July to October 2021 using convenience sampling. These were analyzed by qualitative coding and content analysis. The preliminary results of this study show that participants recognize a high risk of indoctrination when teaching sustainable nutrition, primarily due to their own teaching actions, such as deciding whether to reveal their own dietary choices to students. While some participants believed teachers must be restrained, others thought that open communication about personal choices could benefit student decision-making skills. In terms of avoiding indoctrination when teaching sustainable nutrition, participants advocated for student-centered and multi-perspective teaching approaches. Based on the findings, initial implications for further research and teacher training are discussed.

Dataset Information

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain.

Publications

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain.

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