This paper presents the results of applying a Service-Learning program in pre-service teachers in the field of PE. The impact in the development of the social and civic competence was analyzed using a mixed method approach. The quantitative-qualitative complementarity offered the appropriate framework to approach the object of study. Our quantitative results showed some trends of improvement in some dimensions (Agreement in the Socially Established as Correct Beliefs, Social Sensitivity, Help and Collaboration and Social Responsibility)which were also reflected in the qualitative analysis. From the target stated, and after having reviewed the obtained data and its discussion, it was concluded that the Service-Learning applied in pre-service teachers is a good way to develop the social and civic competence.

Parece que en estos últimos años la educación inclusiva no avanza al ritmo deseable, lo que se atribuye, entre otros factores, a la existencia de una importante brecha entre el conocimiento que genera la investigación en educación inclusiva y el utilizado por el profesorado en su acción educativa. Para indagar al respecto, el presente artículo analiza las estrategias que utiliza el profesorado universitario para movilizar el conocimiento sobre educación inclusiva y hacer que se difunda y llegue a la práctica. El estudio se llevó a cabo con 17 profesores universitarios de nueve universidades españolas, pertenecientes en un 70% a la Red de Universidades y Educación Inclusiva (RUEI), mediante la realización de tres grupos focales desarrollados en tres universidades diferentes. Se trata de un estudio descriptivo comprensivo de carácter cualitativo, en el que se ha realizado un análisis de contenido, a través de un modelo de desarrollo de categorías deductivas. Los resultados muestran que el profesorado participante usa estrategias de interacción mucho más que de información. A pesar de ello, se evidencia la importante brecha existente entre teoría y práctica, que pone de manifiesto que el uso de estrategias de difusión y de transferencia que utiliza el profesorado universitario no son las más adecuadas, ya que mayoritariamente son ignoradas tanto por la política educativa como por el profesorado en su quehacer diario en los centros de educación primaria y secundaria. Se concluye exponiendo la necesidad de romper esta brecha mediante la utilización de estrategias de construcción y co-construcción del conocimiento, más acordes con la investigación en educación inclusiva. Ello posibilitará conectar la mejora educativa y la transformación social, y romper con la idea de que el conocimiento se genera en la academia por parte de los investigadores para ser transmitido a los prácticos.

Background: In order to offer all students the opportunity to progress and grow to their full potential, teachers must positively recognise and value the different expressions of diversity of all the class members. One of the biggest educational challenges that teachers face today is how to address classroom practices from a truly inclusive and democratic perspective. Purpose: The main aim of this study was to explore, in a Spanish context, how primary school teachers articulate and implement inclusive and democratic practices in their classrooms. Design, sample and methods: The methodological design of this study was situated within a qualitative research approach. A multiple case study structure, comprising three case studies, was utilised. Data collection was carried out via interviews, classroom practices inventories, scientific observation and analysis of documentation. The study was carried out over three academic years and had three phases. Data were analysed thematically. Findings: In the three cases analysed, the analysis identified different possibilities in terms of the implementation and articulation of pedagogical differentiation (the structures, content, process and product) and democratic classroom management (collaborative culture, a shared leadership, democratic participation and school linked to environs). Conclusions: The analysis highlights the need to support the formation of a critical citizenship within inclusive contexts, as well as the need to develop a sense of belonging to the educational community.

This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers’ responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate diversity). We used a Spanish translation of the Index for Inclusion, which has been adapted and divided into three Likert‐type scales about inclusive cultures, organisation in the teaching–learning context and inclusive practices. We did a t‐test to detect any significant differences in teachers’ responses in terms of the ordinary or specific teaching contexts in which they work. No significant differences were seen in the items related to cultures and organisation, but we found significant differences in 12 of the 36 items of the inclusive practices scale. Finally, we discuss the role of the processes for innovation and transformation in secondary schools and provide key factors to build an intercultural inclusive school.

An inclusive approach to managing diversity in the classroom is a real challenge for teachers. The main purpose of this study is to explore how inclusive classrooms are organized to develop more effective educational practices. A multiple case study of three Spanish primary classrooms working under the inclusive model is presented. The interviews, classroom practices inventory, scientific observation and document analysis were the tools used for data collection. Data analysis was conducted using the software ATLAS.ti. The results show possible ways to create different teaching structures: managing groups, working modalities, time, space, teaching resources. Practical implications that help materialize the theoretical principles of inclusive education are provided. In conclusion, 1) combining different groups makes it possible to respond to different learning styles and stimulates peer support; 2) time and space flexibility fosters response to diversity; and 3) optimal use of ordinary resources helps articulate an inclusive classroom.