Affiliation:
1. University of Oviedo, Spain
2. National University of Distance Education, Spain
Abstract
The aim of this chapter is to present the results of a review of specialist publications that address the attitudes of future teachers towards attention to diversity and social inclusion. The bibliometric search enabled the authors to analyze student teachers' interest in, and attitudes towards, inclusion as a way to improve the inclusion process. A descriptive study was carried out to explore and organize the scientific production in educational research on trainee teachers' attitudes to inclusion, and to know the covariance that has occurred in the last 10 years. The data were extracted from the Web of Science (WoS), Scopus, and Dialnet databases. The formula used in the bibliometric search process was (title, abstract, and key words): attitudes* OR beliefs* AND inclusive education AND teaching students, which yielded 68 registers for analysis. The results show that future teachers' attitudes towards inclusion were generally positive. The research suggests a relation between attitude towards inclusion and self-sufficiency on the basis of prior training in inclusive educational proposals.
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