Dimensions of inclusive education in the voice of the vocational education student: the role of inclusive leadership
Dimensiones de la educación inclusiva en voz del estudiante de ciclos formativos: el papel del liderazgo inclusivo
Dimensões da educação inclusiva na voz do aluno de formação profissional: o papel da liderança inclusiva
| 2024 | |
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formación profesional encuesta liderazgo inclusivo liderazgo diverso dimensión política y social vocational training surveys inclusive leadership diverse leadership political and social dimension formação profissional pesquisa liderança inclusiva liderança diversificada dimensões política e social |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3807
https://hdl.handle.net/20.500.11968/7547 http://hdl.handle.net/20.500.11968/7547 |
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| Acceso abierto |
| _version_ | 1879098495662555136 |
|---|---|
| author | Gallego–Jiménez, M. Gloria |
| author2 | Rodríguez Otero, Luis Manuel Sánchez–Macías, Inmaculada |
| author2_role | author author |
| author_facet | Gallego–Jiménez, M. Gloria Rodríguez Otero, Luis Manuel Sánchez–Macías, Inmaculada |
| author_role | author |
| collection | RAD |
| dc.creator.none.fl_str_mv | Gallego–Jiménez, M. Gloria Rodríguez Otero, Luis Manuel Sánchez–Macías, Inmaculada |
| dc.date.accessioned.none.fl_str_mv | 2025-07-29T19:40:49Z |
| dc.date.available.none.fl_str_mv | 2025-07-29T19:40:49Z |
| dc.date.none.fl_str_mv | 2024-11-21 |
| dc.description.en-US.fl_txt_mv | Inclusive education is the overarching framework of the Spanish educational system, aiming to ensure quality education for all, considering the characteristics of students. A mixed investigation was conducted to determine the dimensions through which Vocational Education students construct their perception of inclusive education. A sample of 1,070 students was selected via simple random sampling, and a self-administered questionnaire on the perception of inclusive education was employed. Descriptive frequency analysis was conducted based on educational, axiological, political, cultural, and social dimensions. In this latter dimension, it was observed how students perceive and experience inclusive and diverse leadership among their peers and how this influences their overall vision of inclusive education. Additionally, an analysis of central tendency measures was pursued based on sociodemographic characteristics. The results indicated that the social and political dimensions were the most referenced by the sample. Furthermore, it was evidenced that students who possess a more comprehensive idea regarding inclusive education are women, those enrolled in higher-level vocational training programs, urban residents, attendees of privately run institutions, and those pursuing arts-related courses. |
| dc.description.es-ES.fl_txt_mv | La inclusión en educación es el horizonte en el que se enmarca el sistema educativo español y con la que se pretende garantizar una educación de calidad para todos, atendiendo las características de los alumnos. Se realizó una investigación mixta con el objetivo de determinar las dimensiones a través de las cuales el alumnado de formación profesional construye el imaginario sobre la educación inclusiva. Se seleccionó una muestra de 1.070 alumnos, a través de un muestreo aleatorio simple, y se aplicó un cuestionario autoadministrado sobre la percepción de la educación inclusiva. Se realizó un análisis descriptivo de frecuencias con base en las dimensiones: educativa, axiológica, política, cultural y social. En esta última dimensión se detecta cómo los estudiantes perciben y experimentan el liderazgo inclusivo y diverso entre sus pares y cómo esto influye en su visión de la educación inclusiva en general. Asimismo, se abordó un análisis de medidas de tendencia central con base en las características sociodemográficas. Los resultados mostraron que las dimensiones social y política son las más referidas por la muestra. Asimismo, se comprobó que los alumnados que poseen un imaginario más completo sobre la educación inclusiva son: las mujeres, la muestra que cursa un ciclo formativo de grado superior, los que residen ámbito urbano, los de centros concertados y los que cursan un ciclo del área de artes. |
| dc.description.pt-BR.fl_txt_mv | A inclusão em educação é o horizonte no qual o sistema educativo espanhol se enquadra. Com ela, pretende-se garantir uma educação de qualidade para todos, tendo em conta as características dos alunos. Uma pesquisa mista foi realizada com o fim de determinar as dimensões através das quais os alunos da Formação Profissional constroem o imaginário da educação inclusiva. Por meio de amostragem aleatória simples, foram selecionados (as) 1.070 alunos (as) para preencher um questionário autoadministrado sobre a percepção da educação inclusiva. Foi feita uma análise descritiva de frequências com base nas dimensões educacional, axiológica, política, cultural e social. Esta última dimensão detecta a forma como os alunos percebem e vivenciam a liderança inclusiva e diversificada entre os seus pares e como essas experiências influenciam a sua visão da educação inclusiva em geral. Também foi realizada uma análise de medidas de tendência central com base nas características sociodemográficas. Os resultados mostraram que as dimensões social e política são as mais referidas pela amostra. Verificou-se também que os alunos que têm o imaginário mais completo sobre a educação inclusiva são: as mulheres, a amostra que frequenta um ciclo de formação de nível superior, os que vivem em zonas urbanas, os que frequentam centros subsidiados pelo Estado e os que frequentam um ciclo na área das artes. |
| dc.format.none.fl_str_mv | application/pdf text/html text/xml |
| dc.identifier.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3807 10.18861/cied.2024.15.2.3807 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/20.500.11968/7547 http://hdl.handle.net/20.500.11968/7547 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad ORT Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3807/4309 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3807/4343 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3807/4345 |
| dc.rights.es-ES.fl_str_mv | http://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 15 No. 2 (2024) |
| dc.source.es-ES.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 15 Núm. 2 (2024) |
| dc.source.none.fl_str_mv | 1688-9304 1510-2432 10.18861/cied.2024.15.2 reponame:RAD instname:Universidad ORT Uruguay instacron:Universidad ORT |
| dc.source.pt-BR.fl_str_mv | Cuadernos de Investigación Educativa; v. 15 n. 2 (2024) |
| dc.subject.en-US.fl_str_mv | vocational training surveys inclusive leadership diverse leadership political and social dimension |
| dc.subject.es-ES.fl_str_mv | formación profesional encuesta liderazgo inclusivo liderazgo diverso dimensión política y social |
| dc.subject.pt-BR.fl_str_mv | formação profissional pesquisa liderança inclusiva liderança diversificada dimensões política e social |
| dc.title.none.fl_str_mv | Dimensions of inclusive education in the voice of the vocational education student: the role of inclusive leadership Dimensiones de la educación inclusiva en voz del estudiante de ciclos formativos: el papel del liderazgo inclusivo Dimensões da educação inclusiva na voz do aluno de formação profissional: o papel da liderança inclusiva |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | Inclusive education is the overarching framework of the Spanish educational system, aiming to ensure quality education for all, considering the characteristics of students. A mixed investigation was conducted to determine the dimensions through which Vocational Education students construct their perception of inclusive education. A sample of 1,070 students was selected via simple random sampling, and a self-administered questionnaire on the perception of inclusive education was employed. Descriptive frequency analysis was conducted based on educational, axiological, political, cultural, and social dimensions. In this latter dimension, it was observed how students perceive and experience inclusive and diverse leadership among their peers and how this influences their overall vision of inclusive education. Additionally, an analysis of central tendency measures was pursued based on sociodemographic characteristics. The results indicated that the social and political dimensions were the most referenced by the sample. Furthermore, it was evidenced that students who possess a more comprehensive idea regarding inclusive education are women, those enrolled in higher-level vocational training programs, urban residents, attendees of privately run institutions, and those pursuing arts-related courses. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | RAD_47440d9dc0aa579cf5339fc6d4e3e826 |
| identifier_str_mv | 10.18861/cied.2024.15.2.3807 |
| instacron_str | Universidad ORT |
| institution | Universidad ORT |
| instname_str | Universidad ORT Uruguay |
| language | spa |
| network_acronym_str | RAD |
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| oai_identifier_str | oai:rad.ort.edu.uy:20.500.11968/7547 |
| publishDate | 2024 |
| reponame_str | RAD |
| repository.mail.fl_str_mv | rodriguez_v@ort.edu.uy |
| repository.name.fl_str_mv | RAD - Universidad ORT Uruguay |
| repository_id_str | 3927 |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by/4.0 |
| spelling | Gallego–Jiménez, M. GloriaRodríguez Otero, Luis ManuelSánchez–Macías, Inmaculada2024-11-212025-07-29T19:40:49Z2025-07-29T19:40:49Zhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/380710.18861/cied.2024.15.2.3807https://hdl.handle.net/20.500.11968/7547http://hdl.handle.net/20.500.11968/7547Inclusive education is the overarching framework of the Spanish educational system, aiming to ensure quality education for all, considering the characteristics of students. A mixed investigation was conducted to determine the dimensions through which Vocational Education students construct their perception of inclusive education. A sample of 1,070 students was selected via simple random sampling, and a self-administered questionnaire on the perception of inclusive education was employed. Descriptive frequency analysis was conducted based on educational, axiological, political, cultural, and social dimensions. In this latter dimension, it was observed how students perceive and experience inclusive and diverse leadership among their peers and how this influences their overall vision of inclusive education. Additionally, an analysis of central tendency measures was pursued based on sociodemographic characteristics. The results indicated that the social and political dimensions were the most referenced by the sample. Furthermore, it was evidenced that students who possess a more comprehensive idea regarding inclusive education are women, those enrolled in higher-level vocational training programs, urban residents, attendees of privately run institutions, and those pursuing arts-related courses.La inclusión en educación es el horizonte en el que se enmarca el sistema educativo español y con la que se pretende garantizar una educación de calidad para todos, atendiendo las características de los alumnos. Se realizó una investigación mixta con el objetivo de determinar las dimensiones a través de las cuales el alumnado de formación profesional construye el imaginario sobre la educación inclusiva. Se seleccionó una muestra de 1.070 alumnos, a través de un muestreo aleatorio simple, y se aplicó un cuestionario autoadministrado sobre la percepción de la educación inclusiva. Se realizó un análisis descriptivo de frecuencias con base en las dimensiones: educativa, axiológica, política, cultural y social. En esta última dimensión se detecta cómo los estudiantes perciben y experimentan el liderazgo inclusivo y diverso entre sus pares y cómo esto influye en su visión de la educación inclusiva en general. Asimismo, se abordó un análisis de medidas de tendencia central con base en las características sociodemográficas. Los resultados mostraron que las dimensiones social y política son las más referidas por la muestra. Asimismo, se comprobó que los alumnados que poseen un imaginario más completo sobre la educación inclusiva son: las mujeres, la muestra que cursa un ciclo formativo de grado superior, los que residen ámbito urbano, los de centros concertados y los que cursan un ciclo del área de artes.A inclusão em educação é o horizonte no qual o sistema educativo espanhol se enquadra. Com ela, pretende-se garantir uma educação de qualidade para todos, tendo em conta as características dos alunos. Uma pesquisa mista foi realizada com o fim de determinar as dimensões através das quais os alunos da Formação Profissional constroem o imaginário da educação inclusiva. Por meio de amostragem aleatória simples, foram selecionados (as) 1.070 alunos (as) para preencher um questionário autoadministrado sobre a percepção da educação inclusiva. Foi feita uma análise descritiva de frequências com base nas dimensões educacional, axiológica, política, cultural e social. Esta última dimensão detecta a forma como os alunos percebem e vivenciam a liderança inclusiva e diversificada entre os seus pares e como essas experiências influenciam a sua visão da educação inclusiva em geral. Também foi realizada uma análise de medidas de tendência central com base nas características sociodemográficas. Os resultados mostraram que as dimensões social e política são as mais referidas pela amostra. Verificou-se também que os alunos que têm o imaginário mais completo sobre a educação inclusiva são: as mulheres, a amostra que frequenta um ciclo de formação de nível superior, os que vivem em zonas urbanas, os que frequentam centros subsidiados pelo Estado e os que frequentam um ciclo na área das artes.application/pdftext/htmltext/xmlspaUniversidad ORT Uruguayhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3807/4309https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3807/4343https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3807/4345Cuadernos de Investigación Educativa; Vol. 15 No. 2 (2024)Cuadernos de Investigación Educativa; Vol. 15 Núm. 2 (2024)Cuadernos de Investigación Educativa; v. 15 n. 2 (2024)1688-93041510-243210.18861/cied.2024.15.2reponame:RADinstname:Universidad ORT Uruguayinstacron:Universidad ORTformación profesionalencuestaliderazgo inclusivoliderazgo diversodimensión política y socialvocational trainingsurveysinclusive leadershipdiverse leadershippolitical and social dimensionformação profissionalpesquisaliderança inclusivaliderança diversificadadimensões política e socialDimensions of inclusive education in the voice of the vocational education student: the role of inclusive leadershipDimensiones de la educación inclusiva en voz del estudiante de ciclos formativos: el papel del liderazgo inclusivoDimensões da educação inclusiva na voz do aluno de formação profissional: o papel da liderança inclusivainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess20.500.11968/75472025-07-29 16:40:49.992metadata.onlyoai:rad.ort.edu.uy:20.500.11968/7547https://rad.ort.edu.uyhttps://rad.ort.edu.uy/Universidadhttps://www.ort.edu.uy/https://rad.ort.edu.uy/server/oai/requestrodriguez_v@ort.edu.uyUruguayopendoar:39272025-07-29T19:40:49RAD - Universidad ORT Uruguayfalse |
| spellingShingle | Dimensions of inclusive education in the voice of the vocational education student: the role of inclusive leadership Gallego–Jiménez, M. Gloria formación profesional encuesta liderazgo inclusivo liderazgo diverso dimensión política y social vocational training surveys inclusive leadership diverse leadership political and social dimension formação profissional pesquisa liderança inclusiva liderança diversificada dimensões política e social |
| status_str | publishedVersion |
| title | Dimensions of inclusive education in the voice of the vocational education student: the role of inclusive leadership |
| title_full | Dimensions of inclusive education in the voice of the vocational education student: the role of inclusive leadership |
| title_fullStr | Dimensions of inclusive education in the voice of the vocational education student: the role of inclusive leadership |
| title_full_unstemmed | Dimensions of inclusive education in the voice of the vocational education student: the role of inclusive leadership |
| title_short | Dimensions of inclusive education in the voice of the vocational education student: the role of inclusive leadership |
| title_sort | Dimensions of inclusive education in the voice of the vocational education student: the role of inclusive leadership |
| topic | formación profesional encuesta liderazgo inclusivo liderazgo diverso dimensión política y social vocational training surveys inclusive leadership diverse leadership political and social dimension formação profissional pesquisa liderança inclusiva liderança diversificada dimensões política e social |
| url | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3807 https://hdl.handle.net/20.500.11968/7547 http://hdl.handle.net/20.500.11968/7547 |
