Inclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity as a characteristic element of education and today’s society. The objective of this study was to explore the perceptions of compulsory education teachers (primary and secondary) about teacher training, resources, and after-school activities in the care of students with specific educational support needs associated with disability in 12 Autonomous Communities of Spain. A survey has been carried out, for which an ad hoc questionnaire was built, involving 2457 docents. A descriptive and inferential analysis has been carried out by means of an average comparison between each issue and the different intrapersonal factors. Specifically, two types of tests have been used, using the SPSS version 25 program for analysis: testing independent samples (Levene test and t-test for equal means) and one-way ANOVA according to the type of independent variable considered. Among the results is the need to increase teacher training in inclusive education, the existence of divergences on the material, and spatial resources available for diversity care. Similarly, the relevance of after-school activities was identified as initiatives and spaces for the visibility of diversity and culture of inclusion in schools.

La ansiedad matemática es especialmente trascendente cuando se manifiesta en los futuros maestros de Educación Primaria. Partiendo de una muestra de 488 futuros maestros, se han conformado tres perfiles de ansiedad matemática. El perfil de baja ansiedad incluye sólo a 3 de cada 10 sujetos de la muestra. Mediante un análisis inferencial se estudió la posible influencia que pueden tener el rendimiento académico y la formación de acceso a la Universidad en dicha ansiedad, encontrándose una incidencia significativa en ambas variables. Entendemos que es necesario disminuir esta ansiedad para que la práctica docente no esté condicionada por esta actitud negativa.

Este artículo presenta una investigación sobre las experiencias de un grupo de docentes que está implementando el DUA. El estudio se centra en analizar la visión de los docentes sobre el DUA, las principales estrategias y recursos tecnológicos empleados, así como las principales dificultades que encuentran en su aplicación. Se ha utilizado el grupo focal como técnica de trabajo dentro de la investigación cualitativa dado que la interacción grupal favorece la producción de datos y perspectivas. Los resultados obtenidos reflejan que el profesorado valora el DUA como un modelo que promueve presencia, participación y logro en el alumnado con necesidades específicas de apoyo educativo. Asimismo, las metodologías y estrategias más utilizadas son las actividades multiniveladas y el aprendizaje basado en proyectos. Las TIC empleadas responden fundamentalmente al principio de representación y se utilizan más en la Enseñanza Secundaria. Los principales obstáculos encontrados son las elevadas ratios, la necesidad de formación del profesorado y la rigidez en la organización del aula. En este contexto, es importante que los docentes mejoren su formación, amplíen el uso de las TIC, para atender a todos los principios del DUA, y cuenten con aulas más flexibles.

This article presents the results of a study on the perception that future teachers have in relation to the attitudes their teachers showed towards mathematics during the Primary Education stage, their level of competence in mathematics, and the possible relationship between both variables. A questionnaire was administered to a sample of 488 future Primary School teachers, subjecting the obtained data to a descriptive, multivariate, and inferential analysis in order to know the perception of these attitudes, establish subject profiles, and know the incidence between this variable and mathematical competence. The future teachers show an ambivalent perception of their teachers’ attitude towards mathematics. Three profiles of subjects with negative, neutral, and positive perception are set, with almost half of the sample included in the first two profiles. In the inferential study, values that reflect a significant incidence between both variables are obtained. It is important that teachers convey favourable attitudes towards mathematics to their students, since the more favourable they are, the better the levels of competence obtained. To minimise this deficit, content and activities aimed at improving mastery and encouraging the development of favourable attitudes towards this discipline through specific actions should be incorporated into training programs.