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A qualitative design with semi-structured, individual interviews is followed by progressive inductive analysis using categories and codes. Findings show diverse activities centered on students, with technologies and peer support standing out. Interactions emphasize nurturing affection and knowing, engaging, and motivating students, supporting a more just, democratic, inclusive curriculum.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ecologies-of-learning-for-inclusive-pedagogy-in-spanish-secondary-education/594155/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ecologies-of-learning-for-inclusive-pedagogy-in-spanish-secondary-education/594155.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study on inclusive pedagogy?","Question",{"text":112,"@type":113},"The study explores learning ecologies through teachers’ activities, resources, and interactions practiced in compulsory Spanish secondary education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"Researchers conducted semi-structured, individual interviews with 25 Spanish teachers and then carried out progressive inductive analysis using categories and codes.",{"name":119,"@type":110,"acceptedAnswer":120},"What resources and interaction patterns were most emphasized in the results?",{"text":121,"@type":113},"Technologies and peer support stood out as key resources, while interactions highlighted nurturing affection and getting to know, motivate, and engage students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594155,1792210671,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 48  Issue 5 | Article 1 |\n| --- | --- |\n| 2023\u003Cbr>Ecologies of Learning for Inclusive Pedagogy in Spanish Secondary Education\u003Cbr>Inmaculada Orozco\u003Cbr>University of Jaume I (Spain)\u003Cbr>Anabel Moriña\u003Cbr>University of Seville\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Accessibility Commons, Curriculum and Instruction Commons, Educational Methods Commons, Secondary Education Commons, Secondary Education and Teaching Commons, and the Special Education and Teaching Commons |  |\n\nRecommended Citation  \nOrozco, I., & Moriña, A. (2023) . Ecologies of Learning for Inclusive Pedagogy in Spanish Secondary Education. Australian Journal of Teacher Education, 48(5) . [https://doi.org/10.14221/1835-517X.5783](https://doi.org/10.14221/1835-517X.5783)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol48/iss5/1](https://ro.ecu.edu.au/ajte/vol48/iss5/1)  \nEcologies of Learning for Inclusive Pedagogy in Spanish Secondary  \nEducation  \nInmaculada Orozco  \nUniversity of Jaume I (Spain)  \nInternational University of La Rioja (Spain)  \nAnabel Moriña  \nUniversity of Seville (Spain)  \nAbstract: From the theoretical basis of the ecology of learning and inclusive pedagogy, this article explores the activities, resources and  \ninteractions practised by 25 Spanish teachers in compulsory  \nsecondary education. This qualitative study involved semi-structured  \nand individual interviews. A progressive analysis of the data was  \ncarried out using an inductive system of categories and codes. The  \nresults show that the activities were varied and all of them put  \nstudents at the centre of the teaching-learning process. The resources that stood out were technologies and peer support. Interactions were characterised by the need to nurture affection and get to know and motivate students. This paper concludes that these practices can help other teachers, school management teams, counsellors and teacher training centres to rethink the meaning of \"diversification of learning\"and to transform the curriculum from a more just, democratic and  \ninclusive perspective.  \nKeywords: Learning ecologies; inclusive pedagogy; secondary education;  \nqualitative research.  \nIntroduction  \nEliminating the \"one-size-fits-all\" curriculum in schools remains a challenge to overcome (Tomlinson, 2017). In fact, in Secondary Education, compared to previous educational stages, there is a frequent increase in exclusionary mechanisms that do not respond to the social and personal demands of all students.  \nIn Spain, Compulsory Secondary Education is the second and last compulsory stage of education from the age of 12 to 16 and is paid for by taxes in public and state-subsidised institutions. This stage covers four academic years and is organised in two cycles: first cycle (1st, 2nd and 3rd) and second cycle (4th), with a preparatory character for post-compulsory education. Researchers in inclusive education (Arnaiz et al. , 2020; Kim et al., 2020) emphasise that this is a stage predominated by therapeutic and individualistic support, an academic-centred and highly structured climate, absenteeism and school dropout and the socalled significant curricular adaptations.  \nThis segregating landscape in secondary education is present in Spain, since, in the framework of the Non-university Education Statistics on students with special educational needs, it is shown that, in the academic year of 2021-2022, the number of students who received a different educational attention was 800.409 (10%). In Secondary Education, the  \npercentage of students receiving educational support was 13.3% and, in other training programmes (16-18 years), such percentages were 20,9% respectively (Spanish Ministry of Education and Vocational Training, 2023) . Moreov","cbCaibm7XHBxY4s2","https://ap.wps.com/l/cbCaibm7XHBxY4s2","pdf",208387,18,"English","# Introduction\n## Teachers as the Key to Inclusion\n# Abstract and Keywords","[{\"question\":\"What is the focus of the study on inclusive pedagogy?\",\"answer\":\"The study explores learning ecologies through teachers’ activities, resources, and interactions practiced in compulsory Spanish secondary education.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"Researchers conducted semi-structured, individual interviews with 25 Spanish teachers and then carried out progressive inductive analysis using categories and codes.\"},{\"question\":\"What resources and interaction patterns were most emphasized in the results?\",\"answer\":\"Technologies and peer support stood out as key resources, while interactions highlighted nurturing affection and getting to know, motivate, and engage students.\"}]","Ecologies of Learning for Inclusive Pedagogy in Spanish Secondary Education | PDF",1792078626,45]