Analysis through structural modelling of the relationship between teaching practices, multiculturalism and educational inclusion

被引：2

作者：

de Barros Camargo, Claudia ^{[1
]}

Hernandez Fernandez, Antonio ^{[2
]}

Ortiz Cobo, Monica ^{[1
]}

机构：

[1] Univ Granada, Granada, Spain

[2] Univ Jaen, Jaen, Spain

来源：

REVISTA ELECTRONICA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO | 2021年 / 24卷 / 01期

关键词：

Teaching practices; multiculturalism; inclusive education; methodology;

D O I：

10.6018/reifop.436051

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article aims to analyze the relationship between teaching practices from the perspective of multiculturalism and educational inclusion. The research design is non-experimental, explanatory and correlational. A Likert scale validated in construct and content has been used. The sample is 1575 participants (university students and teachers). An Exploratory Factor Analysis was performed to validate the construction of the scale and a P (Pearson) correlation. The modeling through structural equations allows us some conclusions, among them that the practices of the teaching staff should have a pluricultural and inclusive character, being two aspects that influence the practices, without their linkage being relevant.

引用

页码：87 / 99

页数：13

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