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ERIC Number: EJ1021456
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0260-7476
Preparing Teachers for Inclusion in Mexico: How Effective is This Process?
Romero-Contreras, Silvia; Garcia-Cedillo, Ismael; Forlin, Chris; Lomelí-Hernández, Karla Abril
Journal of Education for Teaching: International Research and Pedagogy, v39 n5 p509-522 2013
Inclusive education is the most advanced form of recognition of the right to education. Mexico has made important legal and administrative changes to foster inclusion since the end of the twentieth century. This research assesses the impact of the Mexican pre-service teacher curriculum on 813 pre-service teachers' sentiments, attitudes and concerns towards inclusion and their perceived self-efficacy to educate students with disabilities. It employs two internationally validated questionnaires: The Sentiments, Attitudes and Concerns about Inclusive Education Revised Scale and the Teacher Efficacy for Inclusive Practices scale. Comparisons made across area of training, time in the programme, policy knowledge, interaction with people with disabilities and experience show that special education pre-service teachers in the last years of the programme have the most positive perspectives, while preschool teachers have the least positive ones.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Preschool Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico