Analysis of Future Teachers’ Perceptions and Attitudes towards Diversity Inclusion
Abstract Inclusive education seeks the comprehensive education of students regardless of their characteristics or needs, through the promotion of a social paradigm of rights and quality of life. Therefore, it is necessary that both service and preservice teachers maintain a positive attitude towards the coexisting diversity in schools. Based on this premise, the objective of this study was to know the sentiments, attitudes and concerns that future teachers of the Primary Education Degree at the University of Granada have about the inclusive education, as well as to determine the existence of correlations and statistical differences according to the dimensions analyzed. Following a quantitative approach, the SACIE-R and CEFI-R questionnaires were administered to 230 students, who expressed a good attitude towards diversity with significant variations in relation to the gender. It was found that those trainee teachers who had less knowledge about diversity were the ones who were more concerned about it, and that those who showed higher levels of concern were the ones who had more positive attitudes towards it. These results reinforce the idea that academic plans must be oriented and redesigned taking into consideration the students training needs.
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Agavelyan, R., Aubakirova, S., Zhomartova, A. y Burdina, E. (2020). Teachers’ attitudes towards inclusive education in Kazakhstan. Integration of Education Integration of Education, 24(1), 8-19. https://doi.org/10.15507/1991-9468.098.024.202001.008-019
Ainscow, M., Dyson, A. y Booth, T. (2006). Mejorando las escuelas, desarrollando la Inclusión. Routledge.
AlMahdi, O. y Bukamal, H. (2019). Pre-service teachers’ attitudes toward inclusive education during their studies in Bahrain teachers college. SAGE Open, 1-19. https://doi.org/10.1177/2158244019865772
Arnaiz, P. (2003). Educación inclusiva: una escuela para todos. Aljibe.
Azorín, C. y Ainscow, M. (2020). Guiding schools on their journey towards inclusion. International Journal of Inclusive Education, 24(1), 58-76. https://doi.org/10.1080/13603116.2018.1450900
Checa-Domene, L., García-Martínez, I., Gavín-Chocano, O. y García-Valdecasas, M. P. (2024). Augmented and virtual reality as a teaching resource to attend to the diversity of students with special educational needs: a systematic review. European Journal of Special Needs Education, 39(5), 709-728.https://doi.org/10.1080/08856257.2023.2282247
Echeita, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula Abierta, 46(2), 17. https://doi.org/10.17811/rifie.46.2.2017.17-24
Falla, D., Alejandres-Gómez, C. y Gil del Pino, C. (2022). Engagement in teacher training as a driver of inclusive attitudes. Education XXI, 25(1), 251-271. https://doi.org/10.5944/educXX1.30369
Flores, L. y Villardón, L. (2014). Actitudes hacia la inclusión educativa de futuros maestros de inglés. Revista Latinoamericana de Educación Inclusiva, 9(1), 43-61. https://acortar.link/IQs7LW
Florian, L. y Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4-8. https://doi.org/10.1080/02619768.2020.1707579
Forlin, C., Earle, C., Loreman, T. y Sharma, U. (2011). The Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R) scale for measuring teachers’ perceptions about inclusion. Exceptionality Education International, 21(3), 50-65. https://doi.org/10.1037/t69317-000
Gallardo-Montes, C. P., Rodríguez Fuentes, A., Caurcel Cara, M. J. y Capperucci, D. (2022). Functionality of apps for people with autism: Comparison between educators from Florence and Granada. International Journal of Environmental Research and Public Health, 19(12), 7019. https://doi.org/10.3390/ijerph19127019
Gallego Echeverri, M. (2023). Formación docente para la educación inclusiva en instituciones públicas del Quindío. Siglo Cero, 54(4), 11-27. https://doi.org/10.14201/scero.31473
Gallego-Ortega, J. L. y Rodríguez-Fuentes, A. (2021). Teaching attitudes towards students with disabilities. Mathematics, 9, 1637. https://doi.org/10.3390/math9141637
García, I. y Arriazu, R. (2020). Estereótipos de gênero na Educação Infantil: Um estudo de caso a partir da perspectiva sociocultural. Zero a Seis, 22(41), 4-30. https://doi.org/10.5007/1980-4512.2020v22n41p4
Gialamas, V., Nikolopouiou, K. y Kutromanos, G. (2013). Student teachers’ perceptions about the impact of internet usage on their learning and jobs. Computers and Education, 62, 1-7. https://doi.org/10.1016/j.compedu.2012.10.012
González-Gil, F., Martín-Pastor, E., Orgaz, B. y Poy, R. (2019). Development and validation of a questionnaire to evaluate teacher training for inclusion: The CEFI-R. Aula Abierta, 48(2), 229-238. https://doi.org/10.17811/rifie.48.2.2019.229-238
Hernández, B. y García, I. (2017). Evaluación de actitudes, conocimiento y práctica de educación inclusiva en docentes de Primaria. En Congreso Nacional de Investigación Educativa. https://acortar.lin/IhooHe
Karpen, S. C. (2018). The social psychology of biased self-assessment. American Journal of Pharmaceutical Education, 82(5), 6299. https://doi.org/10.5688/ajpe6299
Lindner, K. T., Schwab, S., Emara, M. y Avramidis, E. (2023). Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 38(6), 766-787. https://doi.org/10.1080/08856254.2023.2172894
Llorent, V. y Álamo, M. (2019). The initial teacher training in attitudes toward cultural diversity. Validation of a scale. Papeles de Poblacion, 25(99), 185-206. https://rppoblacion.uaemex.mx/article/view/9731
Mabe, P. A. y West, S. G. (1982). Validity of self-evaluation of ability: A review and meta-analysis. Journal of Applied Psychology, 67(3), 280-296. https://doi.org/10.1037/0021-9010.67.3.280
Majoko, T. (2019). Teacher key competencies for inclusive education: Tapping pragmatic realities of Zimbabwean special needs education teachers. Sage Open, 9(1). https://doi.org/10.1177/2158244018823455
Marín-Díaz, V. (2018). La realidad aumentada al servicio de la inclusión educativa. Estudio de caso. Revista Retos XXI, 2, 60-72. https://doi.org/10.33412/retoxxi.v2.1.2060
McMillan, J. H. y Schumacher, S. (2005). Investigación educativa. Pearson.
Miesera, S., DeVries, J. M., Jungjohann, J. y Gebhardt, M. (2018). Correlation between attitudes, concerns, self-efficacy and teaching intentions in inclusive education evidence from German pre-service teachers using international scales. Journal of Research in Special Educational Needs (JORSEN), 19(2), 103-114. https://doi.org/10.1111/1471-3802.12432
Morejón, S. E., Mora, W. T. y Rendón, B. P. (2019). Educación inclusiva como política pública, un desafío para lograr la inclusión de las personas con discapacidad. Polo del Conocimiento, 4(2), 283-295. https://doi.org/10.23857/pc.v4i2.908
Navarro-Mateu, D., Franco, J. y Prado, V. J. (2020). Measuring attitudes towards inclusion among university students pursuing education degrees: Descriptive study. Culture and Education, 32, 43-64. https://doi.org/10.1080/11356405.2019.1705562
Novo-Corti, I., Muñoz-Cantero, J. M. y Calvo-Babío, N. (2015). Los futuros docentes y su actitud hacia la inclusión de personas con discapacidad. Una perspectiva de género. Anales de Psicología, 31(1), 155-171. https://doi.org/10.6018/analesps.31.1.163631
Oswald, M. y Swart, E. (2011). Addressing South African pre-service teachers’ sentiments, attitudes and concerns regarding inclusive education. International Journal of Disability, Development and Education, 58(4), 389-403. https://doi.org/10.1080/1034912X.2011.626665
Pasarín-Lavín, T., Renuncio, L. y Fernández-Álvarez, M. (2023). Actitudes de los docentes ante las necesidades educativas. Journal of Psychology and Education, 18(2), 141. https://doi.org/10.23923/rpye2023.02.242
Paseka, A. y Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254-272. https://doi.org/10.1080/08856257.2019.1665232
Peprah, M., Nketsia, W., Odame, L. y Agyei-Okyere, E. (2021). Predictors of the attitudes of preservice teachers toward teaching students with Down syndrome in regular schools in Ghana. Journal of Policy and Practise in Intellectual Disabilities, 18(3), 229-239. https://doi.org/10.1111/jppi.12379
Pérez, D. y Vigo, M. B. (2022). Actitudes y condicionantes de los futuros docentes hacia la educación inclusiva: Estudio meta-etnográfico. Contextos Educativos, 29, 203-222. https://doi.org/10.18172/con.4977
Regueira Pena, I (2021). El profesorado de Educación Primaria de Galicia y la diversidad de sus aulas [Trabajo de Fin de Grado]. Repositorio de la UNIR, Universidad Internacional de La Rioja. https://reunir.unir.net/bitstream/handle/123456789/12114/Regueira%20Pena%2C%20Irene.pdf?sequence=1&isAllowed=y
Rodríguez-Fuentes, A. y Caurcel, M. J. (2020). Análisis actitudinal de las nuevas generaciones docentes hacia la inclusión educativa. RELIEVE, 26(1), 1-22. https://doi.org/10.7203/relieve.26.1.16196
Rojo-Ramos, J., Manzano, F., Barrios, S., García, M. Á. y Adsuar, J. (2021). A descriptive study of specialist and non-specialist teachers’ preparation towards educational inclusion. International Journal of Environmental Research and Public Health, 18(14), 7428. https://doi.org/10.3390/ijerph18147428
Sales, A., Moliner, O. y Sachis, M. (2001). Actitudes hacia la atención a la diversidad en la formación inicial del profesorado. Revista Electrónica Interuniversitaria de Formación del Profesorado, 4(2), 1-7. https://dialnet.unirioja.es/servlet/articulo?codigo=1031317
Saloviita, T. (2020). Teacher attitudes towards the inclusion of students with support needs. Journal of Research in Special Educational Needs, 20(1), 64-73.
Solís, P. y Arroyo, D. (2022). Actitudes docentes hacia alumnos con discapacidad, punto de partida para la educación inclusiva: una perspectiva de sexo, edad y experiencia previa. Espiral. Cuadernos del Profesorado, 15(30), 72-81. https://doi.org/10.25115/ecp.v15i30.4537
Solís, P. y Borja, V. (2021). Actitudes del profesorado de Educación Física hacia la inclusión de alumnos con discapacidad. Retos, 39, 7-12. https://doi.org/10.47197/retos.v0i39.77841
Tanriverdi, A. (2016). Adaptation of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale on a Turkish Population. Academic Research International, 7(1), 123-134. https://pubs.acs.org/doi/10.1021/acs.oprd.2c00288
Triviño-Amigo, N., Barrios-Fernández, S., Mañanas-Iglesias, C., Carlos-Vivas, J., Mendoza-Muñoz, M., Adsuar, J. C., Acevedo-Duque, Á. y Rojo-Ramos, J. (2022). Las percepciones de los docentes españoles sobre su preparación para la educación inclusiva: la relación entre la edad y los años de experiencia docente. International Journal of Environmental Research and Public Health, 19(9), 5750. https://doi.org/10.3390/ijerph19095750
Valenzuela, J, Muñoz, C., Frenay, M., Devos, C., Marfull-Jensen, M., Precht, A., Silva-Peña, I. y Oliva, M. A. (2019). Academic engagement in preservice teachers: motivational variables for a chilean sample. Revista Latinoamericana de Psicología, 51(3), 181-190. https://doi.org/10.14349/rlp.2019.v51.n3.5
Valle, M. V. y Zamora, E. V. (2022). El uso de las medidas de auto-informe: ventajas y limitaciones en la investigación en Psicología. Alternativas Psicología, 47, 22-35. https://acortar.link/5o6uY6
Verdugo, M. Á. (2009). El cambio educativo desde una perspectiva de calidad de vida. Revista de Educación, 349, 23-43. https://acortar.link/86Spbq
Vogiatzi, X. A., Charitaki, G. y Kourkoutas, E. (2023). Assessing psychometric properties of the sentiments, attitudes and concerns about inclusive education scale in a greek-speaking sample of in-service teachers. Technology, Knowledge and Learning, 28, 207-223. https://doi.org/10.1007/s10758-021-09554-x
World Medical Association. (2008). Declaration of Helsinki – Ethical principles for medical research involving human subject. Journal of the American Medical Association, 310(20), 2191-2194. https://doi.org/10.1001/jama.2008.651
Ainscow, M., Dyson, A. y Booth, T. (2006). Mejorando las escuelas, desarrollando la Inclusión. Routledge.
AlMahdi, O. y Bukamal, H. (2019). Pre-service teachers’ attitudes toward inclusive education during their studies in Bahrain teachers college. SAGE Open, 1-19. https://doi.org/10.1177/2158244019865772
Arnaiz, P. (2003). Educación inclusiva: una escuela para todos. Aljibe.
Azorín, C. y Ainscow, M. (2020). Guiding schools on their journey towards inclusion. International Journal of Inclusive Education, 24(1), 58-76. https://doi.org/10.1080/13603116.2018.1450900
Checa-Domene, L., García-Martínez, I., Gavín-Chocano, O. y García-Valdecasas, M. P. (2024). Augmented and virtual reality as a teaching resource to attend to the diversity of students with special educational needs: a systematic review. European Journal of Special Needs Education, 39(5), 709-728.https://doi.org/10.1080/08856257.2023.2282247
Echeita, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula Abierta, 46(2), 17. https://doi.org/10.17811/rifie.46.2.2017.17-24
Falla, D., Alejandres-Gómez, C. y Gil del Pino, C. (2022). Engagement in teacher training as a driver of inclusive attitudes. Education XXI, 25(1), 251-271. https://doi.org/10.5944/educXX1.30369
Flores, L. y Villardón, L. (2014). Actitudes hacia la inclusión educativa de futuros maestros de inglés. Revista Latinoamericana de Educación Inclusiva, 9(1), 43-61. https://acortar.link/IQs7LW
Florian, L. y Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4-8. https://doi.org/10.1080/02619768.2020.1707579
Forlin, C., Earle, C., Loreman, T. y Sharma, U. (2011). The Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R) scale for measuring teachers’ perceptions about inclusion. Exceptionality Education International, 21(3), 50-65. https://doi.org/10.1037/t69317-000
Gallardo-Montes, C. P., Rodríguez Fuentes, A., Caurcel Cara, M. J. y Capperucci, D. (2022). Functionality of apps for people with autism: Comparison between educators from Florence and Granada. International Journal of Environmental Research and Public Health, 19(12), 7019. https://doi.org/10.3390/ijerph19127019
Gallego Echeverri, M. (2023). Formación docente para la educación inclusiva en instituciones públicas del Quindío. Siglo Cero, 54(4), 11-27. https://doi.org/10.14201/scero.31473
Gallego-Ortega, J. L. y Rodríguez-Fuentes, A. (2021). Teaching attitudes towards students with disabilities. Mathematics, 9, 1637. https://doi.org/10.3390/math9141637
García, I. y Arriazu, R. (2020). Estereótipos de gênero na Educação Infantil: Um estudo de caso a partir da perspectiva sociocultural. Zero a Seis, 22(41), 4-30. https://doi.org/10.5007/1980-4512.2020v22n41p4
Gialamas, V., Nikolopouiou, K. y Kutromanos, G. (2013). Student teachers’ perceptions about the impact of internet usage on their learning and jobs. Computers and Education, 62, 1-7. https://doi.org/10.1016/j.compedu.2012.10.012
González-Gil, F., Martín-Pastor, E., Orgaz, B. y Poy, R. (2019). Development and validation of a questionnaire to evaluate teacher training for inclusion: The CEFI-R. Aula Abierta, 48(2), 229-238. https://doi.org/10.17811/rifie.48.2.2019.229-238
Hernández, B. y García, I. (2017). Evaluación de actitudes, conocimiento y práctica de educación inclusiva en docentes de Primaria. En Congreso Nacional de Investigación Educativa. https://acortar.lin/IhooHe
Karpen, S. C. (2018). The social psychology of biased self-assessment. American Journal of Pharmaceutical Education, 82(5), 6299. https://doi.org/10.5688/ajpe6299
Lindner, K. T., Schwab, S., Emara, M. y Avramidis, E. (2023). Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 38(6), 766-787. https://doi.org/10.1080/08856254.2023.2172894
Llorent, V. y Álamo, M. (2019). The initial teacher training in attitudes toward cultural diversity. Validation of a scale. Papeles de Poblacion, 25(99), 185-206. https://rppoblacion.uaemex.mx/article/view/9731
Mabe, P. A. y West, S. G. (1982). Validity of self-evaluation of ability: A review and meta-analysis. Journal of Applied Psychology, 67(3), 280-296. https://doi.org/10.1037/0021-9010.67.3.280
Majoko, T. (2019). Teacher key competencies for inclusive education: Tapping pragmatic realities of Zimbabwean special needs education teachers. Sage Open, 9(1). https://doi.org/10.1177/2158244018823455
Marín-Díaz, V. (2018). La realidad aumentada al servicio de la inclusión educativa. Estudio de caso. Revista Retos XXI, 2, 60-72. https://doi.org/10.33412/retoxxi.v2.1.2060
McMillan, J. H. y Schumacher, S. (2005). Investigación educativa. Pearson.
Miesera, S., DeVries, J. M., Jungjohann, J. y Gebhardt, M. (2018). Correlation between attitudes, concerns, self-efficacy and teaching intentions in inclusive education evidence from German pre-service teachers using international scales. Journal of Research in Special Educational Needs (JORSEN), 19(2), 103-114. https://doi.org/10.1111/1471-3802.12432
Morejón, S. E., Mora, W. T. y Rendón, B. P. (2019). Educación inclusiva como política pública, un desafío para lograr la inclusión de las personas con discapacidad. Polo del Conocimiento, 4(2), 283-295. https://doi.org/10.23857/pc.v4i2.908
Navarro-Mateu, D., Franco, J. y Prado, V. J. (2020). Measuring attitudes towards inclusion among university students pursuing education degrees: Descriptive study. Culture and Education, 32, 43-64. https://doi.org/10.1080/11356405.2019.1705562
Novo-Corti, I., Muñoz-Cantero, J. M. y Calvo-Babío, N. (2015). Los futuros docentes y su actitud hacia la inclusión de personas con discapacidad. Una perspectiva de género. Anales de Psicología, 31(1), 155-171. https://doi.org/10.6018/analesps.31.1.163631
Oswald, M. y Swart, E. (2011). Addressing South African pre-service teachers’ sentiments, attitudes and concerns regarding inclusive education. International Journal of Disability, Development and Education, 58(4), 389-403. https://doi.org/10.1080/1034912X.2011.626665
Pasarín-Lavín, T., Renuncio, L. y Fernández-Álvarez, M. (2023). Actitudes de los docentes ante las necesidades educativas. Journal of Psychology and Education, 18(2), 141. https://doi.org/10.23923/rpye2023.02.242
Paseka, A. y Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254-272. https://doi.org/10.1080/08856257.2019.1665232
Peprah, M., Nketsia, W., Odame, L. y Agyei-Okyere, E. (2021). Predictors of the attitudes of preservice teachers toward teaching students with Down syndrome in regular schools in Ghana. Journal of Policy and Practise in Intellectual Disabilities, 18(3), 229-239. https://doi.org/10.1111/jppi.12379
Pérez, D. y Vigo, M. B. (2022). Actitudes y condicionantes de los futuros docentes hacia la educación inclusiva: Estudio meta-etnográfico. Contextos Educativos, 29, 203-222. https://doi.org/10.18172/con.4977
Regueira Pena, I (2021). El profesorado de Educación Primaria de Galicia y la diversidad de sus aulas [Trabajo de Fin de Grado]. Repositorio de la UNIR, Universidad Internacional de La Rioja. https://reunir.unir.net/bitstream/handle/123456789/12114/Regueira%20Pena%2C%20Irene.pdf?sequence=1&isAllowed=y
Rodríguez-Fuentes, A. y Caurcel, M. J. (2020). Análisis actitudinal de las nuevas generaciones docentes hacia la inclusión educativa. RELIEVE, 26(1), 1-22. https://doi.org/10.7203/relieve.26.1.16196
Rojo-Ramos, J., Manzano, F., Barrios, S., García, M. Á. y Adsuar, J. (2021). A descriptive study of specialist and non-specialist teachers’ preparation towards educational inclusion. International Journal of Environmental Research and Public Health, 18(14), 7428. https://doi.org/10.3390/ijerph18147428
Sales, A., Moliner, O. y Sachis, M. (2001). Actitudes hacia la atención a la diversidad en la formación inicial del profesorado. Revista Electrónica Interuniversitaria de Formación del Profesorado, 4(2), 1-7. https://dialnet.unirioja.es/servlet/articulo?codigo=1031317
Saloviita, T. (2020). Teacher attitudes towards the inclusion of students with support needs. Journal of Research in Special Educational Needs, 20(1), 64-73.
Solís, P. y Arroyo, D. (2022). Actitudes docentes hacia alumnos con discapacidad, punto de partida para la educación inclusiva: una perspectiva de sexo, edad y experiencia previa. Espiral. Cuadernos del Profesorado, 15(30), 72-81. https://doi.org/10.25115/ecp.v15i30.4537
Solís, P. y Borja, V. (2021). Actitudes del profesorado de Educación Física hacia la inclusión de alumnos con discapacidad. Retos, 39, 7-12. https://doi.org/10.47197/retos.v0i39.77841
Tanriverdi, A. (2016). Adaptation of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale on a Turkish Population. Academic Research International, 7(1), 123-134. https://pubs.acs.org/doi/10.1021/acs.oprd.2c00288
Triviño-Amigo, N., Barrios-Fernández, S., Mañanas-Iglesias, C., Carlos-Vivas, J., Mendoza-Muñoz, M., Adsuar, J. C., Acevedo-Duque, Á. y Rojo-Ramos, J. (2022). Las percepciones de los docentes españoles sobre su preparación para la educación inclusiva: la relación entre la edad y los años de experiencia docente. International Journal of Environmental Research and Public Health, 19(9), 5750. https://doi.org/10.3390/ijerph19095750
Valenzuela, J, Muñoz, C., Frenay, M., Devos, C., Marfull-Jensen, M., Precht, A., Silva-Peña, I. y Oliva, M. A. (2019). Academic engagement in preservice teachers: motivational variables for a chilean sample. Revista Latinoamericana de Psicología, 51(3), 181-190. https://doi.org/10.14349/rlp.2019.v51.n3.5
Valle, M. V. y Zamora, E. V. (2022). El uso de las medidas de auto-informe: ventajas y limitaciones en la investigación en Psicología. Alternativas Psicología, 47, 22-35. https://acortar.link/5o6uY6
Verdugo, M. Á. (2009). El cambio educativo desde una perspectiva de calidad de vida. Revista de Educación, 349, 23-43. https://acortar.link/86Spbq
Vogiatzi, X. A., Charitaki, G. y Kourkoutas, E. (2023). Assessing psychometric properties of the sentiments, attitudes and concerns about inclusive education scale in a greek-speaking sample of in-service teachers. Technology, Knowledge and Learning, 28, 207-223. https://doi.org/10.1007/s10758-021-09554-x
World Medical Association. (2008). Declaration of Helsinki – Ethical principles for medical research involving human subject. Journal of the American Medical Association, 310(20), 2191-2194. https://doi.org/10.1001/jama.2008.651
García-Martínez, I., Gallardo-Montes, C. D. P., Gómez Pérez, I. A., & Checa-Domene, L. (2025). Analysis of Future Teachers’ Perceptions and Attitudes towards Diversity Inclusion. Siglo Cero, 56(2), 13–30. https://doi.org/10.14201/scero.32176
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