Student Teachers' Beliefs and Attitudes Towards Diversity and Social Inclusion

Abstract

The aim of this chapter is to analyse the competencies for inclusion developed by students of the Degree in Primary Education. After an analysis of the general competencies taught in the degree, the knowledge, skills, and attitudes for inclusion of trainee teachers were analysed. To achieve these objectives, a non-experimental, cross-sectional, and descriptive research design was carried out. A total of 440 students on the degree course in Primary Education at the University of La Laguna (Spain) took part in the study. The data were collected with a questionnaire developed ad hoc based on the inclusive competency profile developed by the EADSNE project (2012). The results showed that there was positive development of the competencies included in the profile. Therefore, the students had developed the knowledge, skills, and attitudes necessary to deal with diversity and become inclusive teachers.