<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042017000200013</article-id>
<article-id pub-id-type="doi">10.18861/cied.2017.8.2.2684</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelo factorial de inclusión en estudiantes de pedagogía]]></article-title>
<article-title xml:lang="en"><![CDATA[Factorial model of inclusion among undergraduate teacher-education students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mellado]]></surname>
<given-names><![CDATA[Marta Belmar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espejo]]></surname>
<given-names><![CDATA[Juan Cornejo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parraguez]]></surname>
<given-names><![CDATA[Pilar Contreras]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yañez]]></surname>
<given-names><![CDATA[Carlos Mellado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Santiago de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Santo Tomás Escuela de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>8</volume>
<numero>2</numero>
<fpage>13</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042017000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042017000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042017000200013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La inclusión educativa y la atención a la diversidad estudiantil son actualmente un desafío en los centros educativos puesto que movilizan recursos exigiendo cambios culturales al interior de los mismos. Desde esta perspectiva, la formación de profesores inclusivos es una tarea fundamental en las universidades pues requiere actualizar programas educativos y sensibilizar a la comunidad. El presente estudio analiza las propiedades psicométricas y la estructura factorial de un instrumento diseñado ad hoc en base a una escala Likert y que mide actitudes hacia la inclusión educativa. Se aplicó la escala a una muestra de 363 estudiantes universitarios de pedagogía chilenos, estableciéndose diferencias según el sexo, la edad y el semestre cursado. Los resultados revelan que el instrumento presentó un alfa de Cronbach de 0.76 evidenciándose características psicométricas aceptables y una adecuada consistencia interna al tiempo que el AFC permitió correlacionar 5 dimensiones resultantes. Entre los principales hallazgos se encontró que las mujeres tienen actitudes más positivas que los varones en las dimensiones de práctica educativa inclusiva e inclusión en minorías. También se observó que la edad se asocia positivamente con la práctica educativa inclusiva y el derecho a la inclusión al tiempo que el semestre cursado se relacionó positivamente con la práctica educativa inclusiva y la inclusión de minorías, y negativamente con la formación docente inclusiva. Estas evidencias sugieren que si bien los estudiantes poseen actitudes positivas hacia la inclusión educativa, éstas mejoran a medida que progresan en sus estudios adquiriendo mayor experiencia. No obstante, para que dichas actitudes perduren en el tiempo se requeriría del refuerzo social de pares y profesorado y, junto con ello, que los programas educativos de formación de profesores incorporasen aspectos técnicos que permitieran lograr una sociedad más inclusiva acorde a los requerimientos educativos actuales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación profesional]]></kwd>
<kwd lng="es"><![CDATA[actitud]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[integración escolar]]></kwd>
<kwd lng="es"><![CDATA[estudio instrumental]]></kwd>
<kwd lng="en"><![CDATA[Professional training]]></kwd>
<kwd lng="en"><![CDATA[attitude]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[school integration]]></kwd>
<kwd lng="en"><![CDATA[instrumental study]]></kwd>
</kwd-group>
</article-meta>
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