Barriers to integrative education from the perspective of pre-service Primary teachers of English
DOI:
https://doi.org/10.7203/relieve.15.1.4185Keywords:
Integrative Education, Pre-service Teachers, Pre-service Teacher Education, Teacher Attitudes, Special Educational Needs
Abstract
This article presents and analyses the findings of a qualitative study about the perceptions expressed by prospective primary teachers of English about integration and response to special educational needs in the mainstream. The analysis of the data, obtained in the course of the practice teaching period of their course, evidences their ideas on integrative education; besides, a frequent lack of experiences of genuine integrative practices in such a critical period of professional preparation is identified.
Author Biography
María Elvira Barrios Espinosa
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