Necesidades de formación de maestros de Infantil y Primaria en atención a la diversidad

  1. Javier Cejudo 1
  2. María Victoria Díaz 2
  3. Lidia Losada 2
  4. Juan Carlos Pérez-González 2
  1. 1 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revue:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Année de publication: 2016

Volumen: 68

Número: 3

Pages: 23-39

Type: Article

DOI: 10.13042/BORDON.2016.68402 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Bordón: Revista de pedagogía

Résumé

INTRODUCTION. In this study the views of teachers on the importance given to teacher training in regards to diversity and to the degree to which they would like to have better training in attention to diversity is investigated. METHOD. We had an incidental sample of 181 Early Childhood Education and Primary Education (Preschool and Primary) teachers (44 are men and 137 women) with a mean age of 38.78 (SD = 8.97). Using a scale designed ad hoc(ENFAD) we assessed on the one hand, the emphasis on different issues of training for the treatment of diversity, and, on the other hand, the degree of perceived need for training on each of these issues. The teachers’ level of emotional intelligence (EI) was also evaluated by the TEIQue-SF. RESULTS. Teachers considered of high importance all the subjects of training for the treatment of diversity, and recognized a moderate need for training in them. Primary teachers expressed higher training needs than Preschool teachers. Teachers with high EI showed a greater recognition of the importance of training for the treatment of diversity than their counterparts with low levels of EI. DISCUSSION. This study partially replicated the findings of previous studies using a national sample, while adding to the research to explore the relationship between EI and teacher’s assessment of the importance of training in the treatment of diversity and their perceived needs in regards to the training they receive.

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