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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.
Juan Leiva-Olivencia; Maria López-Berlanga; Antonio Miñán Espigares; Francisco Villegas Lirola. Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain. Sustainability 2021, 13, 5171 .
AMA StyleJuan Leiva-Olivencia, Maria López-Berlanga, Antonio Miñán Espigares, Francisco Villegas Lirola. Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain. Sustainability. 2021; 13 (9):5171.
Chicago/Turabian StyleJuan Leiva-Olivencia; Maria López-Berlanga; Antonio Miñán Espigares; Francisco Villegas Lirola. 2021. "Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain." Sustainability 13, no. 9: 5171.
The use of active methodologies in the university is a priority to achieve higher quality learning. One of these methodologies with the greatest potential for training in competencies is Project-Oriented Learning (PLA), using it in an innovative way. Associating the use of this methodology with the objectives of sustainable development, which have become even more important since the Pandemic by COVID-19, can be a good idea to achieve a more sustained and situated learning. The aim of this study is to find out to what extent research on teaching innovation with Project-Oriented Learning is associated with the Sustainable Development Goals. A systematic review was carried out as indicated by PRISMA through the following databases: WOS and Scopus. WOS found 15 articles on AoP and 6 on Project-Oriented Learning and sustainability. In Scopus 2 were found in 2019. The main results show that in the University, especially in the branches of engineering, AoP is widely used, however, it is rarely related to SDGs. Among the conclusions, we highlight the need for research on project-oriented learning and sustainable development goals.
Antonio Miñán-Espigares; Claudia-Amanda Juárez-Romero. Project-Oriented Learning as an Optimal Methodology for the Incorporation of the SDGs in University Teaching: A Systematic Review. 2021, 1 .
AMA StyleAntonio Miñán-Espigares, Claudia-Amanda Juárez-Romero. Project-Oriented Learning as an Optimal Methodology for the Incorporation of the SDGs in University Teaching: A Systematic Review. . 2021; ():1.
Chicago/Turabian StyleAntonio Miñán-Espigares; Claudia-Amanda Juárez-Romero. 2021. "Project-Oriented Learning as an Optimal Methodology for the Incorporation of the SDGs in University Teaching: A Systematic Review." , no. : 1.
Claudia Amanda Juárez Romero; Benemérita Escuela Nacional De Maestros (México); Armando Alcántara Santuario; Antonio Miñán Espigares; Universidad Nacional Autónoma De México (México); Universidad De Granada (España). La formación de docentes para la inclusión educativa. Escenarios de justifica social en España y México. Educación e Inclusión Aportes y perspectivas de la Educación Comparada para la Equidad 2018, 1 .
AMA StyleClaudia Amanda Juárez Romero, Benemérita Escuela Nacional De Maestros (México), Armando Alcántara Santuario, Antonio Miñán Espigares, Universidad Nacional Autónoma De México (México), Universidad De Granada (España). La formación de docentes para la inclusión educativa. Escenarios de justifica social en España y México. Educación e Inclusión Aportes y perspectivas de la Educación Comparada para la Equidad. 2018; ():1.
Chicago/Turabian StyleClaudia Amanda Juárez Romero; Benemérita Escuela Nacional De Maestros (México); Armando Alcántara Santuario; Antonio Miñán Espigares; Universidad Nacional Autónoma De México (México); Universidad De Granada (España). 2018. "La formación de docentes para la inclusión educativa. Escenarios de justifica social en España y México." Educación e Inclusión Aportes y perspectivas de la Educación Comparada para la Equidad , no. : 1.
Antonio Miñán Espigares; Universidad De Granada ( España); Claudia Amanda Juárez Romero; Armando Alcántara Santuario; Benemérita Escuela Nacional De Maestros (México); Universidad Nacional Autónoma De México (México). Aprendizaje reflexivo del profesorado para la atención a la diversidad. Propuestas de mejora para España y México. Educación e Inclusión Aportes y perspectivas de la Educación Comparada para la Equidad 2018, 1 .
AMA StyleAntonio Miñán Espigares, Universidad De Granada ( España), Claudia Amanda Juárez Romero, Armando Alcántara Santuario, Benemérita Escuela Nacional De Maestros (México), Universidad Nacional Autónoma De México (México). Aprendizaje reflexivo del profesorado para la atención a la diversidad. Propuestas de mejora para España y México. Educación e Inclusión Aportes y perspectivas de la Educación Comparada para la Equidad. 2018; ():1.
Chicago/Turabian StyleAntonio Miñán Espigares; Universidad De Granada ( España); Claudia Amanda Juárez Romero; Armando Alcántara Santuario; Benemérita Escuela Nacional De Maestros (México); Universidad Nacional Autónoma De México (México). 2018. "Aprendizaje reflexivo del profesorado para la atención a la diversidad. Propuestas de mejora para España y México." Educación e Inclusión Aportes y perspectivas de la Educación Comparada para la Equidad , no. : 1.