Análisis del impacto de un curso formación sobre educación inclusiva en las actitudes y la autoeficacia de futuros docentes
Agencias de apoyo
- Ministerio de Educación (Gobierno de España)
- Universitat de València
Resumen
Las actitudes y la autoeficacia docente son dos constructos relevantes para alcanzar las metas que se propone la escuela inclusiva. La formación resulta ser un factor determinante para mejorar estas dos variables. Por ello, los objetivos de este trabajo fueron examinar las actitudes y la autoeficacia hacia la educación inclusiva de una muestra de futuros maestros antes y después de haber cursado una asignatura sobre necesidades educativas especiales; e identificar factores ajenos a la propia formación universitaria que suponen un aporte a la preparación de los futuros docentes en el ámbito de la inclusión. Un total de 118 futuros maestros cumplimentaron el Teacher Efficacy for Inclusive Practice Scale y el Questionnaire to Measure Attitudes Towards Inclusive Education. Los resultados muestran que el hecho de cursar la asignatura universitaria no causó apenas cambios en las actitudes hacia la inclusión de los estudiantes (que fueron positivas tanto antes como después de esta formación). Por el contrario, tras cursar la asignatura sí se produjo una mejora significativa en la autoeficacia de los participantes. Estos resultados son positivos, pues ambos constructos puntuaron alto en la segunda fase y son clave para instaurar la escuela inclusiva.
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