The moral reasoning of teachers as regards educational inclusion

This study inquiries about teacher's moral reasoning and decision making about edu-cational inclusion in secondary schools. Exploring this topic is relevant since edu-cators must ensure that students with and without disabilities can learn together in regular educational institutions. The methodology focused on a unique case design through which the moral argu-ments of teachers in training and teachers in service were investigated. The study targeted members of a teacher training institution, the Escuela Normal Superior de Michoacan (Mexico). The research ins-trument consisted of a hypothetical moral dilemma previously validated and, there-fore, reliable, which was applied to 268 teachers selected through probabilistic sampling. The analysis of the results was carried out through the statistical program SPSS version 23.0. The findings revealed the prevalence of conventional reasoning determined by the culture of the context and the presence of arguments, both rela-ted to the orientation of the morality of jus-tice (as when teachers seek respect for the rights of students) and to the orientation of the morality of care (when teachers point out that their main obligation is to ensu-re the welfare of their students). The stu-dy also found a relationship among high levels of moral reasoning, empathic abi-lity with positive attitudes towards people with disabilities and educational inclusion. The need to continue developing moral re-asoning in future teachers is highlighted.