Inclusive faculty members who teach student teachers: an analysis from the learning ecologies framework

ABSTRACT

This qualitative study draws from learning ecologies as a framework of analysis in order to explore the activities, resources and relationships practised by 25 Spanish faculty members who teach in the area of Education. Their students nominated them as inclusive faculty. Individual, semi-structured, in-depth interviews were conducted. The results show that the activities, resources and relationships are multiple, diverse and learner-centred. This paper concludes that teaching student teachers involve being consistent and acting as a role model, by being coherent and an inclusive faculty in the university classes. These faculty voices provide recommendations on how universities should teach with a view to promote lifelong learning in which all students feel welcome.

KEYWORDS:

• Faculty members
• student teacher
• inclusive education
• learning ecologies

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work was supported by the Ministry of Science and Innovation of Spain, State Research Agency and FEDER funds European Union [grant number EDU2016-76587-R/ Feder Funds].

Notes on contributors

Anabel Moriña

Anabel Moriña is professor in the Department of Teaching and Organization of Education at the University of Seville. Research interests include: educational exclusion, inclusive education, in-service teacher training, disability, Higher Education and qualitative methods.

Inmaculada Orozco

Inmaculada Orozco is Doctoral Teaching Assistant in the Department of Teaching and Organization of Education at the University of Seville. Her research interests include inclusive education in all educational stages, disability, teacher training, and qualitative methods.