Exploring the beliefs of Spanish teachers who promote the development of inclusive pedagogy

Abstract

ABSTRACT This article explores the beliefs of 25 Spanish primary education teachers who develop inclusive pedagogy when planning and implementing actions for all students. We used a qualitative methodology and the data were gathered through semi structured and in-depth interviews. We analysed the data using an inductive coding system. The results revealed the beliefs of the participants about diversity and inclusive education, their professional self-concept, how they understood learning and their beliefs about their self-efficacy as teachers. These teachers showed a humanistic perspective that welcomes diversity and they felt responsible for the presence, learning, happiness and success of all their students.