Abstract

This study is part of a line of research where teachers' conceptions are examined, from an inclusive educational perspective, as a key factor to understand and, if so, improve their teaching practice to promote the presence, learning and participation of every student. The specific aim of this research work was to study teachers' conceptions in relation with students' disruptive behaviours in the classroom. A questionnaire of dilemmas was designed based on three dimensions-role of learning differences, nature of teachers' work, and ethicall ideologist components-that would articulate different teachers' stance towards educational inclusion processes. In this study, 180 elementary teachers participated from nine schools in Santiago de Chile. The results confirm the existence of two teachers' conception profiles about these processes. Moreover, we observed a significant association between these profiles and other teacher and school variables analysed in this study.