Exploring the beliefs of Spanish teachers who promote the development of inclusive pedagogy

Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=tied20 International Journal of Inclusive Education ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/tied20 Exploring the beliefs of Spanish teachers who promote the development of inclusive pedagogy Inmaculada Orozco & Anabel Moriña To cite this article: Inmaculada Orozco & Anabel Moriña (2020): Exploring the beliefs of Spanish teachers who promote the development of inclusive pedagogy, International Journal of Inclusive Education, DOI: 10.1080/13603116.2020.1866686 To link to this article: https://doi.org/10.1080/13603116.2020.1866686 Published online: 30 Dec 2020. Submit your article to this journal View related articles View Crossmark data Exploring the beliefs of Spanish teachers who promote the development of inclusive pedagogy Inmaculada Orozco and Anabel Moriña Departamento de Didáctica y Organización Educativa, Universidad de Sevilla, Seville, Spain ABSTRACT This article explores the beliefs of 25 Spanish primary education teachers who develop inclusive pedagogy when planning and implementing actions for all students. We used a qualitative methodology and the data were gathered through semistructured and in-depth interviews. We analysed the data using an inductive coding system. The results revealed the beliefs of the participants about diversity and inclusive education, their professional self-concept, how they understood learning and their beliefs about their self-efficacy as teachers. These teachers showed a humanistic perspective that welcomes diversity and they felt responsible for the presence, learning, happiness and success of all their students. ARTICLE HISTORY Received 27 February 2020 Accepted 16 December 2020 KEYWORDS Inclusive pedagogy; diversity; beliefs; teachers; primary education Introduction Education is a fundamental human right. However, many children are deprived of this opportunity (UNESCO 2017). In this sense, inclusive education poses a challenge to education systems, since these must be committed to the belief that every learner is important and everyone must be educated together (Ainscow, Slee, and Best 2019). Within the education system, teachers are a decisive element to achieving authentic inclusive and democratic practices in the schools (Monteiro et al. 2018; Sanahuja, Moliner, and Moliner 2020). Indeed, teachers’beliefs influence the teaching-learning process and these can help strengthen and transform their students’ability to learn (Hart and Drummond 2014; Klibthong and Agbenyega 2018). These authors even recognise a pedagogy of transformability, since the capacity of the student is not fixed from birth, but rather depends on what the teacher believes/thinks and, consequently, does. Believing that diversity in schools is possible means regarding differences as opportunities and not as difficulties (Chiner, Cardona, and Gómez 2015). Competent teachers must be not only prepared to teach all their students efficiently, but also proactive in identifying barriers to learning, participation and resources (Ainscow 2016; Arnaiz, De Haro-Rodríguez, and Maldonado 2019). Moreover, they must also have a set of high expectations and beliefs that allow them to rethink their own praxis in order to © 2020 Informa UK Limited, trading as Taylor & Francis Group CONTACT Anabel Moriña [email protected] Universidad de Sevilla, Sevilla 41004, Spain INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION https://doi.org/10.1080/13603116.2020.1866686 support the learning of all students and label no student as different (Brennan, King, and Travers 2019; Civitillo, De Moor, and Vervloed 2016). Inclusive pedagogy: an opportunity for everyone to learn and participate together Regarding teachers and inclusion Rouse (2009) and Florian and Linklater (2010) stated that the learning capacity of all students will depend on what the teachers ‘believe’ (expectations and trust on their students), ‘know’(about theory, policies and regulations) and ‘do’in the present (transform knowledge into actions). The inclusive pedagogy approach can be complemented with a fourth dimension, borrowed from higher education, which corresponds to accessible teaching design or planning for everyone (Gale and Mills 2013). Therefore, beliefs, knowledge, designs and actions are part of the inclusive pedagogy, an approach that responds to the diversity of students to prevent the exclusion of some children in the classrooms (Florian 2014). In particular, inclusive pedagogy represents a change in the concept of teaching and learning and involves creating a rich environment characterised by lessons and learning opportunities for all students to participate in the life of the classroom (Florian and Linklater 2010). Teaching beliefs and implicit theories: A conceptual framework for understanding inclusive pedagogy In this article, we studied the first dimension of analysis to approach inclusive pedagogy: beliefs. This complex dimension falls within the framework of implicit teaching theories (Pozo et al. 2006). These are defined as a set of coherent and consistent principles that affect the way in which different school situations are dealt with, interpreted and addressed. These implicit theories are organised on the basis of experience, context and personal situation (López et al. 2013; Urbina, Simón, and Echeita 2011). The study by Pozo et al. (2006) identified three types of implicit theories on how to conceptualise teaching and learning: the direct one (transmissive and product-centred), the interpretative one (reproduction of information as a linear process) and the constructive one (reflection and construction activities). From the approach of inclusive pedagogy, Florian (2014) understands beliefs as conceptions of the teacher that lead him/her to design and develop projects to include all their students. Hart and Drummond (2014) identified three interrelated pedagogical principles that guide these decisions about what to do and what not to do: ‘co-agency’ (teachers and children are recognised as active learners who work together), ‘everybody’ (the group is a powerful resource for leaning) and ‘trust’(all children can learn and want to learn). Other authors consider beliefs as a set of personal guidelines that teachers accept as true, which they use to define and understand the educational context, as well as the teacher identity (Domović, Vidović, and Bouillet 2017). Within the professionals who develop inclusive pedagogy, these authors differentiated four types of beliefs: educational (inherent theories about the purpose of education), teacher role (perception toward teacher competences and duties), learning and students (understanding of the learning process and the nature of the capacities of each of the students to learn) and self- 2I. OROZCO AND A. MORIÑA efficacy (personal view of the competence in a specific professional context during the execution of a task). In the study of López et al. (2013), three dimensions of analysis were proposed in terms of beliefs: individual differences in learning, the educational response of the school to diversity and the educational values of the teaching staff. In fact, teachers’ beliefs are essential for changing toward inclusive schools that guarantee humane, quality practices based on student rights, equity, justice and social transformation (Kamenopoulou and Dukpa 2018). Thus, numerous studies show the need for more educational research about the beliefs of teachers, given their relevance and influence on the praxis (Tiwari, Das, and Sharma 2015; Van Uden, Ritzen, and Pieters 2014) and the planning of teaching and learning processes (Lui, Sarah, and Bonner 2016). The beliefs of inclusive teachers: levers for the participation of all students Sheehy and Budiyanto (2015) revealed that those teachers who implement an inclusive philosophy usually have a constructivist and social approach and a self-concept of facilitators. Likewise, López et al. (2013) and Lui, Sarah, and Bonner (2016) concluded that the constructivist perspective predominates among primary education teachers. Another study revealed that beliefs have an affective component so powerful that they can condition the teacher regardless of their academic knowledge and usual practice (Domović, Vidović, and Bouillet 2017). However, in some cases, beliefs are usually associated with different cultural and social contexts (the resources offered to the school, the available time and the training received, experience in inclusive education, the ratio and type of disability of students or the professional support provided) (Yakar and Turgut 2017). In short, different studies conclude that an intrinsically motivated teacher with high expectations for everyone associates diversity with richness (Özokcu 2018) and believes that he/she can reduce school failure and absenteeism, and increase the commitment, social participation, learning and success of each of his/her students (Van Uden, Ritzen, and Pieters 2014). In turn, these conceptions have a direct influence on behaviour, since it has been demonstrated that teachers with positive perceptions are usually more innovative and affective (Tiwari, Das, and Sharma 2015). Other authors have shown that teachers consider it essential to adjust their methodologies to meet the needs of all students (Moriña and Orozco 2019; Ismailos et al. 2019), have an open mind free of prejudices that allow them to enjoy and establish support and collaboration networks (Florian 2017; Rappoport et al. 2019), develop projects and welcome the families and the educational community (Gavish 2017). Ajayi (2017) also analysed the beliefs of teachers and concluded that they believe that the main motivation that leads them to fight for equity is that they want to prepare all their students for real life, reflection and oppressive systems. Likewise, this author adds that teachers, instead of requesting help from specialists to individualise their teaching, they take into account the ‘ethics of care’, since they consider themselves capable of teaching all students and responsible for creating a warm and safe learning environment. Slišković, Burić, and Macuka (2017) provided evidence of the perspectives of primary education teachers on their teaching performance. The latter described themselves as INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION 3 people who are emotionally involved in the life and fate of their students. In other studies about inclusive pedagogy, they see themselves as ‘agents of change’(Pantićand Florian 2015), committed to the well-being of their students, and describe their work not as a mere job, but as a life vocation. Purpose of the study As Pozo et al. (2006) concluded, beliefs are not activated equally in all school situations (educational policy, school culture, educational stage or student group composition). We consider that the present study fills a gap in the literature on inclusive pedagogy, since previous studies on beliefs, although they had an inclusive perspective, were mostly quantitative and analysed ‘vulnerable students’,‘those with intellectual disabilities’,‘disruptive behaviours’or ‘difficult-to-include students’(Domović, Vidović, and Bouillet 2017; López et al. 2013; Urbina, Simón, and Echeita 2011). Our study explores diversity from a qualitative approach. In fact, we also aimed to answer those questions that were left open in these studies and are considered essential to address: the conceptual change around educational inclusion and the perception of self-efficacy (López et al. 2013; Urbina, Simón, and Echeita 2011). The study by Domović, Vidović, and Bouillet (2017) analysed the beliefs of university students, who were being prepared to teach in primary schools, about the role of the teacher in relation to teaching students with disabilities. The categorisation proposed by these authors inspired us to organise our own analysis. Furthermore, we consider that this analysis contributes to the literature, since the study of Domović, Vidović, and Bouillet (2017) was not carried out in Spain, and the participants were university students. Another reason for selecting this model was that, while Domović, Vidović, and Bouillet (2017) focused on the beliefs of initial teachers in training programmes and students with disabilities, we studied the beliefs of teachers who are already working and currently carrying out inclusive education in their classrooms for all students. We based our study on this because we believe that the four main categories it incorporates bring together a wide variety of dimensions that teachers encounter in their professional lives. These beliefs fall into four main categories: educational beliefs, beliefs about the role of the teacher, beliefs about learning and students, and beliefs about self-efficacy. Therefore, for all these reasons, the objective of this investigation was to explore the beliefs of Spanish teachers who teach in primary schools. In order to achieve this purpose, we used the theoretical categorisation of beliefs proposed by Domović, Vidović, and Bouillet (2017): educational, teacher role, student learning and self-efficacy. Specifically, our research questions were the following: What are the teachers’beliefs about diversity and inclusive education? What are their beliefs about what characterises them as teachers? What do they think about learning and the capabilities of all their students? What are their beliefs about self-efficacy? Method The results included in this article are part of a doctoral thesis project that analyses the beliefs, knowledge, designs and actions of teachers who carry out inclusive pedagogy in 4I. OROZCO AND A. MORIÑA different educational stages (Early childhood, Primary, Secondary and Higher Education). Moreover, this study is framed within a project funded by the Spanish Ministry of Economy and Competitiveness entitled ‘Inclusive education at university: Faculty members’narratives’. Specifically, in this article we only explored the beliefs of primary education teachers who engage in inclusive pedagogy. We used a qualitative methodology and conducted a multiple case study (Stake 2006). Spanish educational context In Spain, the current education law states that the education system must have the necessary mechanisms to recognise and promote learning and the talents of everyone (Organic Law 8/2013,of9December, for the Improvement of Educational Quality). Moreover, at the level of educational policies, these good practices refer to a teaching practice that contemplates as a principle the diversity of the students and personalised attention according to the needs of each of them (Royal Decree 126/2014, of February 28th, which established the basic curriculum of Primary Education). Primary Education is mandatory and free in public schools. This stage comprises six academic levels, which are 1st to 6th level of primary education, and children access it at the age of 6 years. Primary Education is taught by teachers, who must be competence in all areas of this level. The teaching of Natural Sciences, Social Sciences, Spanish Language and Literature and Mathematics are given by regular teachers. The teaching of Music, Physical Education, foreign languages and the subjects assigned by each Autonomous Community is taught by teachers with the corresponding specialisation or qualification. With regard to teacher training, in most Autonomous Communities there are training centres, which are characterised for being independent from schools. These centres aim to satisfy the teacher training and update needs of schools from a didactic and pedagogical approach (through training, counselling, information, etc.), in order to improve the quality of the educational practice. The training offered is free of charge, as it is financed with public funds. Participants The recruitment of participants was the result of a convenience and criteria purposive sampling. We contacted two teacher training centres. The training consultants of these centres were the ones who provided us the contact details of teachers who carried out inclusive pedagogy in primary education. This nomination was from a list of characteristics (produced by the authors) based on the model of inclusive education (Florian and Linklater 2010; Forlin 2001). According to this list of characteristics that teachers were required to have in order to be considered inclusive, the profile of the participants was that of a teacher who: gets everyone to participate in class, uses active methodologies, cares about the students, makes necessary adjustments, motivates his/her students or establishes support and collaboration with the educational community. We also used the snowball technique (Cohen, Manion, and Morrison 2000), by contacting those ‘colleagues’who were recommended by the initial participants. The criteria formulated to select the sample were seven: (1) primary education teachers who carried out inclusive pedagogy, (2) teachers of the province of Seville (Spain), (3) age diversity, INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION 5 (4) gender diversity, (5) diversity in years of teaching experience, (6) availability to participate, and (7) willingness to talk about their personal and professional career. The sample consisted of 25 teachers from 11 urban public primary education schools. They all taught in an ordinary classroom. The participants were characterised by the fact that they taught in schools with a high rate of students in a situation of vulnerability and at risk of social exclusion. Table 1 shows the characteristics of the research participants. Interviews and procedure We created a semi-structured and in-depth interview script with questions intended to analyse the beliefs, knowledge, design and actions of teachers who carried out an inclusive pedagogy. In this study, we only focused on teacher’s beliefs. In these interviews, four topics were discussed: (1) educational beliefs, (2) beliefs about the role of the teacher, (3) beliefs about learning and students, and (4) beliefs on self-efficacy. The questions addressed for each issue were: (1) What is diversity in your opinion? And inclusive education? What do you think diversity can contribute to the class? (2) How would you define yourself as a teacher? Which do you think are the characteristics that best describe you best? Why? (3) Why do you think that all children learn the same way? Why? Do you think that some students need to be taught in a different manner? Why? Do you think that there are some student who do not ‘learn all they should’in the regular classroom, or hinder the progress of other students? Why? Table 1. Profile of participants. Participant Gender Age Years of teaching experience Specialisations Participant 1 Female 34 7 Foreign Languages (English) Participant 2 Masculine 48 28 Physical Education Participant 3 Female 50 29 Foreign Languages (English) Participant 4 Female 36 13 Primary school teacher Participant 5 Female 34 9 Primary school teacher Participant 6 Female 53 27 Primary school teacher Participant 7 Female 55 33 Foreign Languages (French) Participant 8 Female 37 9 Primary school teacher Participant 9 Masculine 39 15 Physical Education Participant 10 Female 55 26 Primary school teacher Participant 11 Female 47 28 Primary school teacher Participant 12 Female 42 16 Primary school teacher Participant 13 Female 52 26 Music Education Participant 14 Masculine 41 12 Foreign Languages (English) Participant 15 Female 56 30 Primary school teacher Participant 16 Female 57 36 Primary school teacher Participant 17 Masculine 36 14 Primary school teacher Participant 18 Female 42 15 Primary school teacher Participant 19 Masculine 41 13 Primary school teacher Participant 20 Masculine 35 10 Physical Education Participant 21 Female 45 18 Primary school teacher Participant 22 Masculine 43 15 Primary school teacher Participant 23 Female 36 13 Primary school teacher Participant 24 Female 42 18 Foreign Languages (English) Participant 25 Female 43 21 Primary school teacher 6I. OROZCO AND A. MORIÑA (4) Do you think you are prepared to attend to the diversity of your classroom? Why? Which do you think are your best strengths to achieve inclusion in your classroom every day? What do you think you still need to do to contribute to the inclusion of all students? In every case, for the development of the interviews, the most favourable conditions were created to guarantee the comfort of the interviewees. The average duration of the interviews was 90 min. All the information was recorded and transcribed verbatim. Data analysis The transcripts of the interviews were initially analysed for an in-depth reading of the data. Inductive categories and codes were then established, in order to make sense of the information collected. In this way, we developed a coding inductive system that facilitated the compression of the gathered data (Miles and Huberman 1994). The data presented belong to the category of beliefs. Table 2 shows the codes and subcodes that were used for each type of belief (educational purpose on inclusion and diversity, teacher role, learning and students and self-efficacy). Finally, all these codes and categories were incorporated into the MAXQDA 12 software to facilitate the handling of the information. To ensure the rigour of the analysis, all the information was analysed simultaneously by the two authors of the article. Ethical questions of the research In order to protect the rights of the participants, they were requested to sign an informed consent, which communicated that participation in the study was voluntary and safeguarded from possible risks or damage, always respecting and guaranteeing their privacy and confidentiality. To this end, each of the interviews was given back to the corresponding participant via mail, so that they could verify them and make the necessary changes. Moreover, in order not to reveal the real identity of the participants, their real names do not appear in the results. To indicate the number of each participant in the corresponding verbatims, the letter P (P= Participant) was used, followed by a number (P1–P25). Table 2. Codes and subcodes. 1.Beliefs 2. Codes 3. Subcodes Educational Inclusive Education, Diversity, contributions Commitment, sensitivity, philosophy, peculiarity, reality, present, sense, challenge, richness, respect, recognition and opportunity About the role of teacher Teacher’s self-concept and characteristics. Accompaniment, building knowledge, potential students and happiness About learning and students Impediment, learner learning and different teaching Help between equals, environmental condition, inadequate methodologies, different interests/rhythms, multiple resources, learning pathways and teacher reflection On self-efficacy Ideal professional, strengths, inclusive prospectives. Willingness, teaching experience, ongoing pedagogical training, growth, confidence, personalisation, coherence, support and exchange networks INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION 7 Results The results are organised according to the four types of believes that an inclusive professional has (Domović, Vidović, and Bouillet 2017): educational purpose on inclusion and diversity, teacher role, student learning and self-efficacy. Which are the teachers’beliefs about diversity and inclusive education?: Kaleidoscopic views on the meaning of inclusive education and diversity The participants of this study considered that inclusive education meant committing to the students in order to make learning relevant, as well as welcoming and making room for and sense of everyone, with no exceptions. They perceived that it was about being sensitive and connecting to what each child needed, instead of offering the same to everyone. I think that true inclusion occurs when you enter a classroom and, regardless of what you find there, the students will be taught and admitted according to what they are. (Participant 20) The teachers believed that this philosophy in the classroom contributed to rethinking their teaching duty and that it was the only way in which children could learn, be, share and understand life and knowledge. Furthermore, they stated that a group would never be homogeneous, since each person is an important and unique contributor. They considered that diversity was inevitable and that it will always be present; it irradiated richness, coexistence and, above all, compassion. I think that what diversity stimulates themost is respect, since, in my opinion, itis essential for children to know mathematics and Grammar, but it is even more important for them to know how to behave in society, because that makes them become better people. (Participant 1) Furthermore, most of the teachers conceived the idea of diversity as the reality and essence that characterise each of them. They even stated that if diversity disappeared, education would lose its meaning. They did not see it as a difficulty or a barrier, but as a challenge that encouraged them to practice their profession with excitement. Moreover, they believed that differences meant enrichment, opened the mind and were inherent to the human being. I think that diversity involves accepting the reality of the world. We cannot make educational islands, since the world is diverse. (Participant 10) Some of the participants extrapolated diversity to their daily practice, applying a sensitive and compassionate view on the different learning styles. They stated that differences in schools were essential to prevent their work from becoming a routine, and that each person must be acknowledged the way they are. 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