Perception of Inclusion and Attention to Diversity in Initial Teacher Training

Santur-Robledo E.C.; Grande-Ocaña L.E.; Campos-Ugaz O.A.; Hernández R.M.; Saavedra-López M.A.; Calle-Ramírez X.M. · Journal of Curriculum and Teaching (2024) · DOI: 10.5430/jct.v13n2p1

Resumen

The objective of the study was to determine the perception that undergraduate students have about inclusion and attention to diversity. A non-experimental design research of comparative descriptive level was carried out with a sample of 203 students of the professional career of Education. Data collection was obtained through the application of the scale of perceptions about inclusion and attention to diversity, taken from Cardona and Paz, 2012 version, which has validity and reliability. The results obtained indicate that students have a favorable perception of inclusion and attention to diversity; they agree with the approaches to inclusion but consider that the formative content they have been receiving in their initial training is insufficient. It is concluded that it is necessary to strengthen the curricula of the study programs with respect to inclusion and attention to diversity from an integral and transversal approach. Copyright for this article is retained by the author(s), with first publication rights granted to the journal.

Instituciones: Universidad Nacional de Tumbes; Universidad Privada Norbert Wiener; Universidad Católica Santo Toribio de Mogrovejo