Abstract

Raising quality development in education guides us towards an inclusive approach. The attitudes, beliefs and assessment that teachers have about educational inclusion, especially special educational needs students (SEN), is evidenced in their practices, which reflect the way in which their own professional teaching identity is conceived. This study describes the process of adaptation and validation of an instrument, focused on inclusive education, designed to know teachers' professional identity. The study was developed under a quantitative, multivariate and descriptive model. The data collection was carried out through a Likert-type scale made up of 35 items, through the adaptation to the Chilean reality of the "Opinion Scale about Inclusive Education, teacher version" (BRAVO; CARDONA, 2010). The content validity has been studied by means of expert judgment and a pilot test. Validity of construct was studied through factor analysis, matrix of principal components and Varimax rotation and reliability with Cronbach's alpha coefficient and two-half method. The results show that the instrument has valid data for its content and construct. Moreover, it is reliable enough to know the professional identity of teachers with an inclusive approach in teachers who work from 1st to 8th grade at different schools in Concepción.