b2c5c13a8b06a6e5bb754c24b0f011bf sustainability-16-04037.pdf 7c0b0227537b80a64005dd5acd50c6b2fd6f7f0b sustainability-16-04037.pdf 054d8b925932fb0a2a4fe0b7e2d82e3c961844210ddf8c595f4323815311e1db sustainability-16-04037.pdf Title: Students’ Perceptions of Teacher Training for Inclusive and Sustainable Education: From University Classrooms toSchool Practices Subject: Teachers are the pillar for the development of inclusion. Hence, their initial training becomes a matter of relevance for the success of creating inclusive schools. This work contributes to the achievement of the Sustainable Development Goal 4: ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The other objectives were to delimit the competences in inclusive education for teachers and analyse the perception of future teachers in the acquisition of IE competences in the context of university classrooms and internship centres. This research was carried out with 315 students from Catalan public universities through a questionnaire to assess their perception of these competencies. The results show that competences related to leadership in educational environments, inclusive values, or the identification of the students’ abilities are being developed in internship centres. However, the university classroom context lead to the development of competences related to cooperative learning and assessment. In addition, there are significant differences between students who follow specialised teacher training in special needs and those who do not follow it. In conclusion, there is a need to extend specific training to all students and for a greater interrelationship between the training for developing competences in both contexts. Keywords: inclusive education; university; sustainable education; competences Author: Xènia Garcia-Vallès, Mar Badia Martín, Josep Maria Sanahuja Gavaldà and Antonio Pérez Romero Creator: LaTeX with hyperref Producer: pdfTeX-1.40.25 CreationDate: Sat May 11 11:43:18 2024 CEST ModDate: Sat May 11 12:00:13 2024 CEST Custom Metadata: no Metadata Stream: no Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 17 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 2303102 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- EOYHTK+VnURWPalladioL-Bold Type 1 Custom yes yes yes 10 0 LLHFQM+URWPalladioL-Bold Type 1 Custom yes yes yes 16 0 JKWMDC+URWPalladioL-Roma Type 1 Custom yes yes yes 22 0 RNUSMV+URWPalladioL-Ital Type 1 Custom yes yes yes 27 0 ACKGZT+VnURWPalladioL Type 1 Custom yes yes yes 32 0 IZBVAO+TimesNewRomanPS-BoldItalicMT Type 1C WinAnsi yes yes no 48 0 TUYSPD+CMSY10 Type 1 Builtin yes yes yes 74 0 GGOFID+PalatinoLinotype,Bold TrueType WinAnsi yes yes no 89 0 GGOFIE+PalatinoLinotype CID TrueType Identity-H yes yes yes 92 0 GGOFIF+PalatinoLinotype TrueType WinAnsi yes yes no 98 0 GGOFIG+PalatinoLinotype,Italic CID TrueType Identity-H yes yes yes 101 0 GGOFIH+PalatinoLinotype,Italic TrueType WinAnsi yes yes no 107 0 GGOFNH+PalatinoLinotype TrueType MacRoman yes yes no 110 0 GGOHAC+PalatinoLinotype,Italic TrueType MacRoman yes yes no 113 0 GGOFID+PalatinoLinotype,Bold TrueType WinAnsi yes yes no 138 0 GGOFIE+PalatinoLinotype CID TrueType Identity-H yes yes yes 141 0 GGOFIF+PalatinoLinotype TrueType WinAnsi yes yes no 147 0 GGOFIH+PalatinoLinotype,Italic TrueType WinAnsi yes yes no 150 0 GGOFNH+PalatinoLinotype TrueType MacRoman yes yes no 153 0 GGOFID+PalatinoLinotype,Bold TrueType WinAnsi yes yes no 172 0 GGOFIE+PalatinoLinotype CID TrueType Identity-H yes yes yes 175 0 GGOFIF+PalatinoLinotype TrueType WinAnsi yes yes no 181 0 GGOFIH+PalatinoLinotype,Italic TrueType WinAnsi yes yes no 184 0 GGOFNH+PalatinoLinotype TrueType MacRoman yes yes no 187 0 NJWNDJ+VnURWPalladioL-Italic Type 1 Custom yes yes yes 207 0 Jhove (Rel. 1.28.0, 2023-05-18) Date: 2024-07-17 02:35:53 CEST RepresentationInformation: sustainability-16-04037.pdf ReportingModule: PDF-hul, Rel. 1.12.4 (2023-03-16) LastModified: 2024-06-14 05:58:50 CEST Size: 2303102 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 348 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: section.1 Item: Title: Materials and Methods Destination: section.2 Children: Item: Title: Participants Destination: subsection.2.1 Item: Title: Instruments and Procedure Destination: subsection.2.2 Item: Title: Data Analysis Destination: subsection.2.3 Item: Title: Results Destination: section.3 Children: Item: Title: Students’ Perceptions of the Competence Dimensions: University Classrooms, Practice Centres, and Mastery Destination: subsection.3.1 Item: Title: Significant Differences in the Competence Dimensions According to the University Classroom Contexts, Practice Centres, and Perception of Mastery Destination: subsection.3.2 Item: Title: Correlations between the Competence Dimensions and Training Contexts (University Classrooms and Practice Centres) and Perception of Mastery Destination: subsection.3.3 Item: Title: Competences That Are Susceptible to Improvement in the Training Contexts (University Classrooms and Practice Centres) Destination: subsection.3.4 Item: Title: Students’ Perception of the Acquisition of Competences in Education Including Their Specialisation (Mention) in Studies Destination: subsection.3.5 Item: Title: Discussion and Conclusions Destination: section.4 Item: Title: Appendix A Destination: appendix.A. Item: Title: References Destination: appendix.B. Info: Title: Students’ Perceptions of Teacher Training for Inclusive and Sustainable Education: From University Classrooms toSchool Practices Author: Xènia Garcia-Vallès, Mar Badia Martín, Josep Maria Sanahuja Gavaldà and Antonio Pérez Romero Subject: Teachers are the pillar for the development of inclusion. Hence, their initial training becomes a matter of relevance for the success of creating inclusive schools. This work contributes to the achievement of the Sustainable Development Goal 4: ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The other objectives were to delimit the competences in inclusive education for teachers and analyse the perception of future teachers in the acquisition of IE competences in the context of university classrooms and internship centres. This research was carried out with 315 students from Catalan public universities through a questionnaire to assess their perception of these competencies. The results show that competences related to leadership in educational environments, inclusive values, or the identification of the students’ abilities are being developed in internship centres. However, the university classroom context lead to the development of competences related to cooperative learning and assessment. In addition, there are significant differences between students who follow specialised teacher training in special needs and those who do not follow it. In conclusion, there is a need to extend specific training to all students and for a greater interrelationship between the training for developing competences in both contexts. 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