Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers
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StudentTrainingInclusive educationSpecial educational needsPerceptionGraduate
Caurcel Cara, M.J.; Crisol Moya, E.; Gallardo-Montes, C.d.P. Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers. Mathematics 2021, 9, 1697. [https://doi.org/10.3390/math9141697]
Research on teachers’ perceptions about diversity is key to understanding the different approaches to be implemented to build inclusive education. Within this framework, the perceptions and attitudes of 73 students in the Mathematics specialization of the University Master’s Degree in Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching (Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Formación Profesional y Enseñanza de Idiomas (MAES) at the University of Granada (Spain) were analyzed to determine their views about the initial training they received on attention to diversity during the Master’s program. The study is a descriptive and correlational-predictive transversal examination of the responses obtained from the “Questionnaire for preservice secondary education teachers on perceptions about attention to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). The findings demonstrate that the students—preservice secondary education teachers—held favorable attitudes toward diversity and the principle of inclusion. The findings also show that contact with persons with disability influences perception of this population. The authors conclude that better training and knowledge of the elements that condition the teaching–learning process for high-quality attention to diversity predict better pedagogical preparation in matters of attention to diversity.