000163308 001__ 163308
000163308 005__ 20251024172259.0
000163308 0247_ $$2doi$$a10.1177/21582440251367584
000163308 0248_ $$2sideral$$a145715
000163308 037__ $$aART-2025-145715
000163308 041__ $$aeng
000163308 100__ $$aMedina-García, Marta
000163308 245__ $$aEducating for Inclusion: PERKIN, the scale That Measures Future Teachers’ Perceptions
000163308 260__ $$c2025
000163308 5060_ $$aAccess copy available to the general public$$fUnrestricted
000163308 5203_ $$aThis study aims to develop and validate the scale on the perceptions and knowledge of trainee teachers regarding the inclusion of students with disabilities (PERKIN), designed to assess the perceptions and knowledge of pre-service teachers regarding the inclusion of students with disabilities. Grounded in the recognition of inclusive education as a key pillar for quality and equitable education, this research addresses the need for diagnostic tools to identify strengths and gaps in teacher preparation. The study was conducted in three phases: (a) expert judgement, where the content validity index was calculated; (b) exploratory factor analysis (EFA); and (c) confirmatory factor analysis (CFA). The EFA was conducted with a sample of 342 students from the education faculties of several Spanish universities, while the CFA was conducted with an independent sample of 1,006 future teachers. The final version of the instrument includes 35 items grouped into 4 dimensions: acquired skills, innovative teaching competencies, inclusive organisational awareness, and cultural beliefs about disability. CFA results indicated an acceptable model fit (RMSEA = 0.053; CFI = 0.741; TLI = 0.722), and high internal reliability (total α = .90). In addition, test-retest reliability (r = .92) and intraclass correlation coefficient (ICC = 0.91) confirmed the temporal stability of the instrument. The PERKIN scale is concluded to be a psychometrically robust and useful tool for assessing the inclusive preparedness of pre-service teachers, offering guidance for training interventions and educational policies aimed at fostering inclusive and quality education.
000163308 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000163308 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000163308 700__ $$aOrtiz-Marcos, José Manuel
000163308 700__ $$aInvernón-Gómez, Ana Isabel$$uUniversidad de Zaragoza
000163308 700__ $$aHigueras-Rodríguez, Lina
000163308 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000163308 773__ $$g15, 3 (2025), 20$$pSAGE Open$$tSAGE Open$$x2158-2440
000163308 8564_ $$s613870$$uhttps://zaguan.unizar.es/record/163308/files/texto_completo.pdf$$yVersión publicada
000163308 8564_ $$s2449312$$uhttps://zaguan.unizar.es/record/163308/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000163308 909CO $$ooai:zaguan.unizar.es:163308$$particulos$$pdriver
000163308 951__ $$a2025-10-24-16:56:52
000163308 980__ $$aARTICLE