通过结构模型分析教学实践、多元文化与教育包容的关系

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
Claudia De Barros Camargo, A. Hernández Fernández, Mónica Ortiz Cobo
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引用次数: 3

摘要

本文旨在从多元文化视角分析教学实践与教育包容的关系。研究设计是非实验性的、解释性的、相关性的。李克特量表在结构和内容上都得到了验证。样本为1575名参与者(大学生和教师)。进行探索性因素分析以验证量表的构建和P (Pearson)相关性。通过结构方程的建模可以得出一些结论,其中教师的实践应该具有多元文化和包容性,这是影响实践的两个方面,它们之间的联系并不相关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Análisis a través de modelaje estructural de la relación entre prácticas docentes, pluriculturalidad e inclusión educativa
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.
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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