An Approach to Obligatory Secondary Education Teachers’ Perception Regarding Orientation Processes and Response to Diversity

  1. Morales, María Sandra Marrero 2
  2. Hormiga, Milagros De la Rosa 1
  3. Díaz-González, Candelaria de la Merced
  4. Pérez-Jorge, David 1
  5. Jiménez, María del Carmen Rodríguez
  1. 1 Universidad de La Laguna
    info
    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

    Geographic location of the organization Universidad de La Laguna
  2. 2 Universidad de Las Palmas de Gran Canaria
    info
    Universidad de Las Palmas de Gran Canaria

    Las Palmas de Gran Canaria, España

    ROR https://ror.org/01teme464

    Geographic location of the organization Universidad de Las Palmas de Gran Canaria
Journal:
Psychology

ISSN: 2152-7180,  2152-7199

Year of publication: 2015

Volume: 06

Issue: 05

Pages: 606-612

Type: Article

DOI: 10.4236/PSYCH.2015.65058 GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psychology

Sustainable development goals

info

SDG classification obtained using Aurora SDG artificial intelligence model.

Abstract

The fact of providing the adequate attention to the educational needs of students in the schoolcontext is a challenge that requires both from teachers and parents the development of a set ofcompetencies to let them maximize their capacities both individually and socially. Objective: Todesign an instrument to evaluate the teachers’ degree of knowledge regarding the treatment ofdiversity in secondary school centers and the effectiveness of the education response obtainedfrom them. Sample: 101 teachers from five educational centers in the northern region of the islandof Tenerife. Instrument: The questionnaire “Questionnaire on attitudes towards the attention todiversity and orientation processes in Obligatory Secondary Education (CADESO)”. Conclusion: Theinternal consistency of the proposed instrument, in general terms, has been proved to be satisfactory. It can be stated that this questionnaire appears to be a useful and reliable instrument tomeasure the objectives proposed in the study.

Bibliographic References

  • Arnaiz, P. (2012). Escuelas eficaces e inclusivas: Cómo favorecer su desarrollo. Education Siglo XXI, 30, 25-44.
  • Berends, M. (2006). Survey Methods in Educational Research. In J. L. Green, G. Camilla, & P. B. Elmore (Eds.), Handbook of Complementary Methods in Education Research. Washington: AERA.
  • Escribano, A., & Martínez, A. (2013). Inclusión educativa y profesorado inclusivo. Aprender juntos para aprender a vivir juntos. Madrid: Narcea.
  • Ferrandis, M. V., Grau, C., & Fortes, M. C. (2010). El profesorado y la atención a la diversidad en la ESO. Educación inclusiva, 3, 11-28.
  • Pereda, C., De Prada, M., & Actis, W. (2012). Discapacidad e inclusión social. Barcelona: Obra Social La Caixa.
  • Pérez-Jorge, D. (2010). Actitudes y concepto de la diversidad humana: Un estudio comparativo en centros educativos de la isla de Tenerife. Tenerife. Universidad de La Laguna.
  • Pérez-Jorge, D., & Rodríguez, M. (2011). Actitudes de los maestros hacia las necesidades especiales de los alumnos. In O. M. Alegre (2012) Investigación sobre competencias y tecnología para la inclusión y la interculturalidad. Madrid: Arial (12), 180-196.