Inclusive education: teachers' professional self-concept

• Autor(a) principal: Magalhães, Terezinha Camargo
• Data de Publicação: 2021
• Outros Autores: Diaz-Rodriguez, Felix Marcial, Fagundes, Delnyze Dyanne Alves, Santos, Micheli Oliveira Fraga dos, Prado-Netto, Arthur, Xará, Gustavo Mamede Sant’Anna, Xará, Fernanda Beatriz do Nascimento Silva, Walhbrinck, Elisa Regina, Porto, Rozimeire Soares de Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/18719
• topic: Inclusive education; Professional self-concept; Self-concept; Teachers; Teachers.; Autoconcepto; Autoconcepto profesional; Educación inclusiva; Maestros; Profesores.; Autoconceito; Autoconceito;; Autoconceito profissional; Autoconceito profissional;; Docentes; Professores;; Educação inclusiva; Educação inclusiva.; Professores.

The inclusive education teacher's professional self-concept is the perception he has of himself in relation to teaching and the tasks he performs in this educational context. This study aimed to analyze the professional self-concept of teachers in the context of inclusive education. As a method, descriptive and inferential statistics were used to analyze the data collected with two instruments, the first sought information about a) knowledge about the legislation and norms that govern inclusive education; b) teacher confidence in teaching for students with disabilities; and c) teachers' experience in teaching students with disabilities. The second instrument was the Professional Self-Concept Scale of Teachers (EAPP), consisting of 36 items, distributed over four dimensions: Care in the interpersonal relationship in the school context; Safety in the school work context; Bond (belonging) and cooperation in the school context and Professional recognition in the school context. The sample was for convenience, consisting of 41 teachers who work in inclusive education in a city in Bahia. The results of this research reveal that teachers with more experience in teaching students with disabilities feel more competent; those who know the regulations on inclusive education collaborate more with the group and those who have a high level of confidence in teaching with students with disabilities are more confident in the profession. The study concludes that the teacher's general self-concept in the context of inclusive education is positive, being higher in the factors Care in the interpersonal relationship; and Bond/belonging in the school context of inclusive education; and slightly lowered in the factors Safety in the school work context; and job recognition.