Resumo

MELLADO, Marta Belmar; ESPEJO, Juan Cornejo; PARRAGUEZ, Pilar Contreras  e  YANEZ, Carlos Mellado. Factorial model of inclusion among undergraduate teacher-education students. Cuad. Investig. Educ. [online]. 2017, vol.8, n.2, pp.13-29. ISSN 1510-2432.  https://doi.org/10.18861/cied.2017.8.2.2684.

Educational inclusion and support to student diversity are at present a challenge at schools, since they require resources that demand cultural changes within them. From this perspective, the training of inclusive teachers is a fundamental task that universities have to undertake since it requires updating the educational programs and raise awareness within the community.

This study analyzes the psychometric properties and factor structure of an instrument based on a Likert scale designed for such purpose, measuring the attitudes regarding educational inclusion. The scale was administered to a sample of 363 Chilean university students of teacher training programs, establishing differences according to sex, age, and the semester they were taking at the university.

The results revealed that the instrument presented a Cronbach's alpha 0.76 showing acceptable psychometric properties and adequate internal consistency; while the AFC permitted to correlate 5 resulting dimensions. Among the main findings, women were found to have more positive attitudes than men, in the dimensions of inclusive educational practice and inclusion in minorities. Additionally, age was positively associated with inclusive educational practice and the right to inclusion while the semester that they were taking was positively related to inclusive educational practice and inclusion of minorities; and negatively to inclusive teacher training. These findings suggest that while teacher training students possess positive attitudes towards educational inclusion, they improve as they advance in their education, acquiring more experience. However, for such attitudes to last in time, the social reinforcement of peers and teachers would be required. Jointly, educational teacher training programs should incorporate technical aspects promoting a more inclusive society according to the current educational requirements.

Palavras-chave : Professional training; attitude; pedagogical practice; school integration; instrumental study.

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