Investigating the education of preservice teachers for inclusive education: meta-ethnography
Pérez-Castejón, David (Universidad de Zaragoza) ; Vigo-Arrazola, María Begoña (Universidad de Zaragoza)
Resumen: Changing attitudes and perceptions allied to the values of diversity and inclusive education is a recognised challenge in ITE (Initial Teacher Education). Using meta-ethnographic methods, this article aims to describe how preservice teachers’ attitudes or perceptions towards inclusive education can be developed during ITE. The results show the importance of recognising the value of practical experiences, reflecting with others, and researching and transforming situations of inclusive education as essential activities for generating positive attitudes or perceptions towards inclusive education. As researchers, we have confidence in the studies conducted by other ethnographers and their value for clarifying and extending analytical generalisations across time and space. As teachers/researchers, we highlight the relevance of working as organic intellectuals acting in the interest of education and social justice.
Idioma: Inglés
DOI: 10.1080/02619768.2021.2019702
Año: 2024
Publicado en: EUROPEAN JOURNAL OF TEACHER EDUCATION 47, 1 (2024), 178-195
ISSN: 0261-9768
Factor impacto JCR: 3.1 (2024)
Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 91 / 762 = 0.119 (2024) - Q1 - T1
Factor impacto CITESCORE: 9.2 - Education (Q1)
Factor impacto SCIMAGO: 1.44 - Education (Q1)
Financiación: info:eu-repo/grantAgreement/ES/UZ/PIECYT-08-2-296
Financiación: info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-11-2-686
Financiación: info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-17-228
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Exportado de SIDERAL (2026-04-22-08:32:49)
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Idioma: Inglés
DOI: 10.1080/02619768.2021.2019702
Año: 2024
Publicado en: EUROPEAN JOURNAL OF TEACHER EDUCATION 47, 1 (2024), 178-195
ISSN: 0261-9768
Factor impacto JCR: 3.1 (2024)
Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 91 / 762 = 0.119 (2024) - Q1 - T1
Factor impacto CITESCORE: 9.2 - Education (Q1)
Factor impacto SCIMAGO: 1.44 - Education (Q1)
Financiación: info:eu-repo/grantAgreement/ES/UZ/PIECYT-08-2-296
Financiación: info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-11-2-686
Financiación: info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-17-228
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2026-04-22-08:32:49)
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Articles > Artículos por área > Didáctica y Organización Escolar
Record created 2026-04-22, last modified 2026-04-22