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Gladys Merma-Molina; Mayra Urrea-Solano; María J. Hernández-Amorós – Innovative Higher Education, 2024
Most universities are working committedly towards achieving the Sustainable Development Goals (SDG). The University of Alicante (UA) (Spain) has designed a series of strategies to help crystallize its aims within these goals, including those related to gender equality (SDG 5). Given the context, the aims of this study are (1) to find out whether…
Descriptors: Equal Education, Sex Fairness, College Faculty, Intellectual Disciplines
Márquez, Carmen; Melero-Aguilar, Noelia – Higher Education: The International Journal of Higher Education Research, 2022
Higher education institutions are required to promote inclusion. In this context, faculty members play an important role, which can be limited by their beliefs and prejudices. The aim of this study was to explore the level of knowledge and beliefs declared by faculty members about inclusive education. Semi-structured interviews were conducted with…
Descriptors: College Faculty, Knowledge Level, Beliefs, Teacher Attitudes
Delfín Ortega-Sánchez; Davinia Heras-Sevilla – Journal of Social Studies Education Research, 2023
This research seeks to provide a description of the procedure for calculating internal consistency (Kuder-Richardson 20, KR-20) of the "Women in History" (MH) scale and identify differential and predictive relationships between the level of knowledge about women's historical experience and the sociodemographic and educational…
Descriptors: Spanish, Gender Differences, Masters Degrees, Teacher Education
María Nieves Sánchez-Díaz; Beatriz Morgado; Jane Seale – Australasian Journal of Educational Technology, 2024
Spanish face-to-face universities experience constant challenges that threaten the inclusion of students with disabilities. Adopting inclusive pedagogies can support universities to develop a more inclusive approach. This paper explores the extent to which the use of technology influences the inclusive pedagogies of Spanish university lecturers.…
Descriptors: Foreign Countries, College Faculty, Educational Technology, Technology Uses in Education
Mirete, Ana B.; Belmonte, Ma Luisa; Mirete, Lucía; García-Sanz, Ma Paz – International Journal of Developmental Disabilities, 2022
Social change towards inclusion is a very common topic, but progress is slow. Because of its importance in the current educational context, knowing how to speed up this transformation is fundamental. A multiple regression analysis with a transversal quantitative designed survey (n = 245) was conducted. The aim was to identify internal and external…
Descriptors: Attitudes toward Disabilities, Predictor Variables, Intellectual Disability, Empathy
Orozco, Inmaculada; Moriña, Anabel – International Journal of Inclusive Education, 2023
This article explores the beliefs of 25 Spanish primary education teachers who develop inclusive pedagogy when planning and implementing actions for all students. We used a qualitative methodology and the data were gathered through semi-structured and in-depth interviews. We analysed the data using an inductive coding system. The results revealed…
Descriptors: Elementary School Teachers, Inclusion, Student Diversity, Teacher Attitudes
Fernández-Batanero, José María; Montenegro-Rueda, Marta; Fernández-Cerero, José – Research and Practice in Technology Enhanced Learning, 2022
Incorporating information and communication technology (ICT) in inclusive classrooms requires competent teachers, both technological and pedagogical. To contrast these theoretical assumptions, this study aims to identify the level of training and technical knowledge of primary school teachers in Spain regarding the use of ICTs for supporting…
Descriptors: Elementary School Teachers, Students with Disabilities, Teacher Education, Training
Moliner, Lidon; Alegre, Francisco – European Journal of Teacher Education, 2022
The benefits of peer tutoring in mathematics have repeatedly been proven at different educational levels. Nevertheless, mathematics teachers' perceptions towards this methodology and whether they are adequately trained to implement the practice is information that remains uncertain. Surveys and questionnaires directed at teachers regarding peer…
Descriptors: Mathematics Teachers, Teacher Attitudes, Knowledge Level, Peer Teaching
Carballo, Rafael; Morgado, Beatriz; Cortés-Vega, M. Dolores – International Journal of Inclusive Education, 2021
It is increasingly necessary to have a well-trained faculty to adequately respond to the needs of the diverse student body in the university classrooms. This study analyses the evolution of faculty conceptions of disability after participating in a training programme on inclusive education and disability. Qualitative methodology was used to…
Descriptors: College Faculty, Faculty Development, Teacher Attitudes, Attitudes toward Disabilities
Mónico, Pablo; Mensah, Anthony Kofi; Grünke, Matthias; Garcia, Trinidad; Fernández, Estrella; Rodríguez, Celestino – International Journal of Inclusive Education, 2020
Mainstream-school teachers are the most important assets for students with special educational needs (or diverse conditions) who hope to achieve real inclusion. However, teaching experience, attitudes, and knowledge can either promote or hinder efforts towards inclusion. A cross-cultural study was conducted to examine perceptions, knowledge, and…
Descriptors: Foreign Countries, Knowledge Level, Teacher Attitudes, Inclusion
Pérez-Jorge, David; Rodríguez-Jiménez, María del Carmen; Ariño-Mateo, Eva; Sosa-Gutiérrez, Khairi José – Education Sciences, 2021
The aim of this study is to demonstrate the attitudes and perceptions of teachers regarding the educational inclusion of students with hearing disabilities. The study sample consisted of 128 teachers from the Canary Islands, of which 72 worked in ordinary centers and 56 in Ordinary Centers for Preferential Educational Attention for Hearing…
Descriptors: Teacher Attitudes, Students with Disabilities, Deafness, Hearing Impairments
Moriña, Anabel; Perera, Víctor H.; Carballo, Rafael – SAGE Open, 2020
The aim of this article is to analyze, from the academic staff's perspective, the training needs they require to provide an inclusive education to students with disability. Academics from a Spanish university participated in this research. We used a qualitative methodology. We collected the information through semi-structured interviews and…
Descriptors: Teacher Attitudes, Faculty Development, Teacher Education, Training
Pérez de Villarreal, Maider – Universal Journal of Educational Research, 2018
Rare diseases (RD) are those affecting at least 1 of 2.000 inhabitants. Many RD, induce disabling conditions and those school age affected children usually miss classes due to the complicated diagnostic procedures and the several medical treatments they need, thereafter. It is still unknown the exact number of students in this situation in Navarra…
Descriptors: Diseases, Knowledge Level, Bullying, Computer Software
Sanz-Cervera, Pilar; Fernández-Andrés, María-Inmaculada; Pastor-Cerezuela, Gemma; Tárraga-Mínguez, Raúl – Teacher Education and Special Education, 2017
The inclusive education framework and the increase in autism diagnoses have led to an overwhelming challenge for pre-service teachers who need to be qualified to teach all children. To test the quality of their training, the main purpose of this study was to compare 866 pre-service teachers' knowledge, misconceptions, and gaps about autism in…
Descriptors: Preservice Teachers, Student Teacher Attitudes, Knowledge Level, Misconceptions