Abstract
Diversity is an inherent characteristic of human beings. However, it has not been taken into account in education until recently. Today, attention to diversity and inclusive education is a legal and moral imperative at the international level and teacher education is one of the most important ways to achieve it. The aim of this study is to find out the opinion of teacher educators in this field of research on what primary school teachers need in their training to be able to deal adequately with student differences. Concept Mapping methodology was used, a mixed group technique in which these needs were identified, rated according to their importance and categorised into groups. According to the professors, there is a need for teachers to be aware of pedagogical practices that have been shown to be effective in student learning, as well as active and flexible methodologies that respect and encourage diversity. It is concluded that practical and experiential training is the area considered most important in teacher training for inclusion, followed by theoretical knowledge about diversity.
Presenters
Belén González-LaguilloPredoctoral Researcher, Department of Arts, Languages and Physical Education Didactics, Complutense University of Madrid, Madrid, Spain Silvia Carrascal Domínguez
Joanne Mampaso Desbrow
PhD. Professor, Universidad Camilo José Cela, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
TEACHER TRAINING, INCLUSION, PRIMARY EDUCATION, DIVERSITY, CONCEPT MAPPING
