The moral reasoning of teachers as regards educational inclusion
Abstract
This study inquiries about teacher’s moral reasoning and decision making about educational inclusion in secondary schools. Exploring this topic is relevant since educators must ensure that students with and without disabilities can learn together in regular educational institutions. The methodology focused on a unique case design through which the moral arguments of teachers in training and teachers in service were investigated. The study targeted members of a teacher training institution, the Escuela Normal Superior de Michoacán (Mexico). The research instrument consisted of a hypothetical moral dilemma previously validated and, therefore, reliable, which was applied to 268 teachers selected through probabilistic sampling. The analysis of the results was carried out through the statistical program SPSS version 23.0. The findings revealed the prevalence of conventional reasoning determined by the culture of the context and the presence of arguments, both related to the orientation of the morality of justice (as when teachers seek respect for the rights of students) and to the orientation of the morality of care (when teachers point out that their main obligation is to ensure the welfare of their students). The study also found a relationship among high levels of moral reasoning, empathic ability with positive attitudes towards people with disabilities and educational inclusion. The need to continue developing moral reasoning in future teachers is highlighted.
Downloads
References
Arnaiz, P. (2019). La educación inclusiva en el siglo XXI. Avances y desafíos. Lección magistral leída en el acto académico de Santo Tomás de Aquino el 28 de enero de 2019. Universidad de Murcia. https://www.um.es/documents/ 1073494/ 766712/ Leccioon-Santo-Tomas-2019-Pilar+Arnaiz.pdf/e58361e5-5cf0-4ac1-991e-0b6eaf89638b
Ato, M., López, J. J. y Benavente, A. (2013). Un sistema de clasificación de los sistemas de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. doi:https://doi. org/10.6018/analesps.29.3.178511
Consejo de Europa (2017). Human Rights; a reality for all. Disability Strategy 2017-2023. Obtenido de Council of Europe. Strategy 2017-2023: https://rm.coe.int/16806fe7d4
Cortés-González P., Rivas-Flores, J. I., Márquez-García, M. J. y González-Alba, B. (2020). Resistencia contrahegemónica para la transformación escolar en el contexto neoliberal. El caso del instituto de educación secundaria Esmeralda en Andalucía. Revista Izquierdas, 20, 1351 - 1377. https://dialnet.unirioja.es/servlet/autor?codigo=2432586
Consejo Nacional para el Desarrollo y la Inclusión de las Personas con Discapacidad. (25 de enero de 2017). ¿Qué es el Programa para la Inclusión y la Equidad Educativa? Gobierno de México: https://www.gob.mx/conadis/es/articulos/que-es-el-programa-para-la-inclusion-y-la-equidad-educativa?idiom=es
Council of Europe. (March de 2017). Human Rights; a reality for all. Disability Strategy 2017-2023. Council of Europe. Strategy 2017-2023: https://rm.coe.int/16806fe7d4
Cruces-Soto, G. (2017). Promoción del desarrollo del razonamiento moral y formación ciudadana: estudio de caso en cuartos años de enseñanza media en un liceo de la comuna de Yumbel. [Tesis de pregrado, Universidad de Asunción]. Repositorio Bibliotecas UdeC. http://152.74.17.92/bitstream/11594/3210/4/Tesis_ Promoción_ del_desarrollo_del_razonamiento_moral_y_formacion_ciudadana.Image.Marked.pdf
Cummings, R., Harlow, S., & Maddux, C. (2007). Moral reasoning of in-service and pre-service teachers: a review of the research. Journal of Moral Education, 36(1), 67-78. doi: 10.1080/03057240601185471
Díaz-Aguado, M. J., y Medrano, C. (1995). Educación y razonamiento Moral. Una aproximación constructivista para trabaja los contenidos transversales. Ediciones Mensajero.
Gamboa, L. Y. (2020). Creación de aulas inclusivas, una propuesta para la atención de estudiantes con discapacidad intelectual. Foro Educacional, 35, 121-145. doi:10.29344/07180772.35.2655
Gimeno, C. y Escobedo, P. (2021). Movilización del conocimiento en educación inclusiva: conceptualización, roles y estrategias. Márgenes, Revista de Educación de la Universidad de Málaga, 2(2), 25-41. doi:https://doi.org/10.24310/mgnmar.v2i2.10892
Hadarics, M. & Kende, A. (2018). Moral fundations of positive and negative intergroup behavior: Moral exclusion fills the gap. International Journal of Intercultural Relations, 64, 67-76. doi:https://doi.org/10.1016/j.ijintrel.2018.03.006
Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2009). Multivariate Data Analysis. Prentice Hall.
Heyder, A., Südkamp, A. & Steinmayr, R. (2020). How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs? Learning and Individual Differences, 77, 1-12. doi:https://doi.org/10.1016/j.lindif.2019.101776
Jury, M. P.L., Desombre, C. & Rohmer, O. (2021). Teachers' attitudes toward the inclusion of students with autism spectrum disorder: impact of students' difficulties. Research in Autism Spectrum Disorders, 83, 1-6. doi:https://doi.org/10.1016/j.rasd.2021.101746
Lawshe, C.H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563- 575. Recuperado de http://citeseerx.ist.psu.edu/viewdoc/ download? doi=10.1.1.460.9380&rep= rep1&type=pdf
Magyar, A., Krausz, A., Dóra Kapás, I. & Habók, A. (2020). Exploring Hungarian teachers' perceptions of inclusive education of SEN students. Heliyon, 6, 1-10. doi:https://doi.org/10.1016/j.heliyon.2020.e03851
Mestre, M. V., Carlo, G., Samper, P. y Malonda, E. L. (2019). Bidirectional relations among empathy-related traits, prosocial moral reasoning, and prosocial behaviors. Social Development, 28, 514-528. https://doi.org/10.1111/sode.12366
Mínguez-Vallejos, R., Romero-Sánchez, E. y Gutiérrez-Sánchez, M. (2018). La alteridad como respuesta educativa frente a la exclusión social. Revista Complutense de Educación, 29(4). doi: http://dx.doi.org/10.5209/RCED.55228
Ministerio de Educación Nacional. República de Colombia. (29 de agosto de 2017). Decreto 1421. Por el cual se reglamenta en el marco de la educación inclusiva la atención educativa a la población con discapacidad. Obtenido de Gobernación de Beyocá. Secretaría de Educación: http://sedboyaca.gov.co/wp-content/uploads/2018/02/DECRETO-1421-DEL-29-DE-AGOSTO-DE-2017.pdf
Muñoz-Borja, P., Escobar, J. M., García-Ruiz, R., y Aguaded, I. (2021). Edocumunicación inclusiva y discapacidad en la Región Andina: revisión cualitativa de avances y logros. Revista Complutense de Educación, 32(1), 67-78. http://dx.doi.org/10.5209/rced. 68017
Narvaez, D., & Lapsley, D. K. (23 de febrero de 2005). The Psychological Foundatios of Everyday Morality and Moral Expertise. http://nd.edu/alfac/narvaez/
Narvaez, D. & Lapsley, D. K. (2009). Moral Identity, Moral Functioning, and the Development of Moral Character. En D. Bartels, C. Bauman, L. Skitka, & D. Medin, The Psychology of Learning and Motivation 50, 237-274. Academic Press. https://www.academia.edu/46844109/Moral_Identity_Moral_Functioning_and_the_Development_of_Moral_Character
Passini, S. (2010). Moral Reasoning in a Multicultural Society: Moral Inclusion and Moral Exclusion. Journal of the Theory of Behaviour, 435-451. https://doi.org/10.1111/j.1468-5914.2010.00440.x
Pérez-Ferra, M., y Callado-Moreno, J. A. (2016). Percepción del profesorado sobre el desarrollo moral docente. Magister, 28, 7-15. doi: http://dx.doi.org/10.1016/ j.magis.2016.07.002
Postic, M., y De Ketele, J. M. (2000). Observar las situaciones educativas. Narcea.
Rhim, J., Lee, G. B. & Lee, J.-H. (2020). Human moral reasoning types in autonomous vehicle moral dilemma: A cross-cultural comparasion of Korea and Canada. Computers in Human Behavior, 39-56. doi: https://doi.org/10.1016/j.chb.2019.08.010
Sastre-Vilarrasa, G., Moreno-Marimón, M., timón-Herrero, M. y Pavón, T. (1998,22 - 23 de junio). Razonamiento moral y género (pp. 313 - 325) [conferencia]. I Jornadas de Psicología del Pensamiento. Universidad de Santiago de Compostela, Santiago de Compostela, España. https://dialnet.unirioja.es/servlet/libro?codigo=280656
SEP. (2020). Educación Inclusiva. Programa del Curso. https://www.cevie-dgespe.com/documentos/1151.pdf
Shapira-Lishchinsky, O. (2016). From ethical reasoning to teacher education for social justice. Teaching and Teacher Education, 245-255. doi: http://dx.doi.org/10.1016/j.tate.2016.08.010
Spenser, K., Bull, R., Betts, L. & Winder, B. (2020). Underpinning prosociality: Age related performance in theory of mind, empathic understanding, and moral reasoning. Cognitive Development, 1-10. doi: https://doi.org/10.1016/j.cogdev.2020.100928
UNESCO. (October de 2019). The Use of UIS Data and Education Management Information Systems to Monitur Inclusive Education. Information Paper No. 60. http://uis.unesco.org/sites/default/files/documents/ip60-use-of-uis-data-and-emis-to-monitor-inclusive-education.pdf
Unianu, E. M. (2013). Teachers' perception, knowledge and behaviour in inclusive education. Procedia. Social and Behavioral Sciences, 84, 1237-1241. doi: 10.1016/j.sbspro. 2013.06.736
Wainet, A. (2012). Estudios de caso único en el campo de la investigación actual en psicología clínica. Subjetividad y Procesos Cognitivos, 16(2), 214-222. https://www.redalyc.org/pdf/3396/339630260010.pdf
Ye, W., y Wing-Wah, L. (2019) Pre-service teachers' perceptions of teacher morality in China. Teaching and Teacher Education, 86, 1-13. https://doi.org/10.1016/j.tate. 2019.102876
Copyright (c) 2023 Servicio de Publicaciones de la Universidad de Murcia
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Original work publishes in this journal is subject to the following terms:
1. Murcia University Press (the publishing house) holds the copyright of the publishes work, and favours and allows their reutilization under the use license stated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2015
2. Work is published in the electronic edition under a license (Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 España (legal text). They can be copied, used, disseminated, transmitted and publicly presented, as long as: i) authorship and original publication source is acknowledged (journal, publishing house and URL of the work); ii) are not used for commercial purposes; iii) the existence and specifications of this use license is stated.
3. Conditions for self-archive. Authors are allowed and encouraged to disseminate electronically the pre-pint (before review) and/or post-print (accepted for publication) versions of their work before their publication since that favours earlier circulation and dissemination resulting in an increased chance for the authors to be cited and for the work to reach a bigger share of the academic community. Colour: RoMEO: green.
