<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/105954">
      <dc:title>Educating for Inclusion: PERKIN, the Scale That Measures Future Teachers’ Perceptions</dc:title>
      <dc:creator>Medina García, Marta</dc:creator>
      <dc:creator>Ortiz Marcos, José Manuel</dc:creator>
      <dc:creator>Invernón Gómez, Ana Isabel</dc:creator>
      <dc:creator>Higueras Rodríguez, María Lina</dc:creator>
      <dc:subject>inclusive education</dc:subject>
      <dc:subject>higher education</dc:subject>
      <dc:subject>disability</dc:subject>
      <dc:subject>teaching competences</dc:subject>
      <dc:subject>university curricula</dc:subject>
      <dc:subject>scale validation</dc:subject>
      <dc:subject>teacher training</dc:subject>
      <dc:description>This study aims to develop and validate the scale on the perceptions and knowledge of trainee teachers regarding the inclusion&#xd;
of students with disabilities (PERKIN), designed to assess the perceptions and knowledge of pre-service teachers regarding&#xd;
the inclusion of students with disabilities. Grounded in the recognition of inclusive education as a key pillar for quality and&#xd;
equitable education, this research addresses the need for diagnostic tools to identify strengths and gaps in teacher preparation.&#xd;
The study was conducted in three phases: (a) expert judgement, where the content validity index was calculated; (b)&#xd;
exploratory factor analysis (EFA); and (c) confirmatory factor analysis (CFA). The EFA was conducted with a sample of 342&#xd;
students from the education faculties of several Spanish universities, while the CFA was conducted with an independent sample&#xd;
of 1,006 future teachers. The final version of the instrument includes 35 items grouped into 4 dimensions: acquired skills,&#xd;
innovative teaching competencies, inclusive organisational awareness, and cultural beliefs about disability. CFA results indicated&#xd;
an acceptable model fit (RMSEA= 0.053; CFI = 0.741; TLI = 0.722), and high internal reliability (total a = .90). In addition,&#xd;
test-retest reliability (r = .92) and intraclass correlation coefficient (ICC= 0.91) confirmed the temporal stability of the instrument.&#xd;
The PERKIN scale is concluded to be a psychometrically robust and useful tool for assessing the inclusive preparedness&#xd;
of pre-service teachers, offering guidance for training interventions and educational policies aimed at fostering inclusive and&#xd;
quality education.</dc:description>
      <dc:date>2025-09-02T06:48:50Z</dc:date>
      <dc:date>2025-09-02T06:48:50Z</dc:date>
      <dc:date>2025-08</dc:date>
      <dc:type>journal article</dc:type>
      <dc:identifier>https://hdl.handle.net/10481/105954</dc:identifier>
      <dc:identifier>https://doi.org/10.1177/215824402513675</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by-nc-nd/4.0/</dc:rights>
      <dc:rights>open access</dc:rights>
      <dc:rights>Attribution-NonCommercial-NoDerivatives 4.0 Internacional</dc:rights>
      <dc:publisher>Sage Open</dc:publisher>
   </ow:Publication>
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