Technological and pluricultural teacher training for a quality educational inclusion

• Cláudia de Barros Camargo ^[1]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
• Localización: Texto Livre: Linguagem e Tecnologia, ISSN-e 1983-3652, Vol. 13, Nº. 3, 2020, págs. 224-239
• Idioma: portugués
• Enlaces
  • Texto completo
• Resumen

  • The present work aims to establish the links that may exist between technological training and multicultural training of teachers with educational inclusion. The research design is non-experimental, explanatory and correlational, with a quantitative method. A reliable and content-validated Likert-type scale has been used. The sample used is 594 subjects, formed by university students in their last year of Primary Education and graduate students (Master of Teacher Training) (University of Jaen, Spain). An exploratory factorial analysis was carried out which validated the scale's construct and which allows us to conclude that greater value is given to foreign training than to national training, and furthermore, little value is given to teacher training as a key to an educational system in accordance with the 21st century. Spearman's Rho was applied, where the significant correlation between the training provided by non-university institutions and pluricultural training can be observed. Structural equation modeling (SEM) concludes by demonstrating the strong relationship between inclusive and pluricultural teacher education, and between the latter and technology, with a weak relationship between technology and general teacher education.