Creencias del profesorado de República Dominicana sobre los valores de escuelas inclusivas

  1. Burgos Escaño, F.A. 1
  2. Fortuna Terrero, F. 2
  3. Márquez, C. 3
  1. 1 Instituto de Formación Docente Salome Ureña
  2. 2 Universidad Autónoma de Santo Domingo

    Universidad Autónoma de Santo Domingo

    Santo Domingo, República Dominicana


  3. 3 Universidad Autónoma de Madrid

    Universidad Autónoma de Madrid

    Madrid, España


Transformación universitaria: retos y oportunidades
  1. Carmen Márquez (dir.)

Publisher: Ediciones Universidad de Salamanca ; Universidad de Salamanca

ISBN: 978-84-1311-530-6

Year of publication: 2021

Pages: 137-146

Type: Book chapter


The objective of this report is to know the beliefs of the students of the master’s degree in education in relation to the values that schools committed to inclusion should promote. For this, a descriptive and correlational analysis of the information collected through a Likert questionnaire on inclusive values is proposed. The results show that teachers are open to an inclusive culture, considering this the best response to diversity and giving importance to promoting respect, welcoming and showing affection and seeking support for all. However, some of these results have been shown to be conditioned by the gender, age and profession of the participants. It is concluded that there is need to continue training elementary school teachers in the Dominican Republic schools in terms of inclusion and equity.