How to become an inclusive teacher? Advice from Spanish educators involved in early childhood, primary, secondary and higher education

2022/11/15 by Inmaculada Orozco, Anabel Moriña · 1 voice
Social Sciences · #Collaborative Teaching and Inclusion #Education in Rural Contexts #Inclusive Education and Diversity

paper · doi:10.1080/08856257.2022.2145688

openalex publication_date 2022/11/15 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/03

Abstract

Through the voices of 100 Spanish teachers from Early Childhood, Primary, Secondary and Higher Education who carry out inclusive practices, this study explores the recommendations of these professionals for other colleagues to be inclusive. We conducted a qualitative multicase study using semi-structured interviews. The data were analysed through an inductive category and coding system. The findings are presented based on four topics: teacher planning, methodologies, ethical and emotional competences, and training. The results show similarities and differences between the guidelines given at different educational levels. This research provides practical lessons and it highlights that it is possible to be inclusive at any educational stage.

Citations

• Qualitative data analysis

Discussions

• Es necesaria una mirada docente transformadora como se desarrolla en el trabajo liderado por Inmaculada Orozco Almario, quien junto con Anabel Moriña analiza qué significa convertirse en un profesor v [bsky, 3 points, 1 comments]

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