Teaching in Hospital Classrooms in the Region of Murcia: Teachers’ Perceptions, Practices, and Professional Development Needs
Keywords:
hospital classrooms; hospital pedagogy; teacher training; inter-institutional coordination; educational inclusion.Abstract
Educational care for hospitalized students is essential to ensure schooling continuity and socio-emotional well-being in illness contexts. This study explores teachers’ perceptions in hospital classrooms in the Region of Murcia (Spain), focusing on professional challenges, educational practices, and institutional support needs. A descriptive mixed-method design was implemented using an ad hoc questionnaire (35 items, eight dimensions, Likert-type closed questions and open-ended prompts) validated through expert judgement. Participants were teachers from the regional hospital and homebound education team (N=9), with occasional missing data across variables (n=8-9). Findings indicate high professional satisfaction and very positive relationships with students and families, as well as generally adequate perceived institutional support. Nevertheless, lack of specific training emerges as the main challenge, together with the need for stable coordination protocols with mainstream schools, particularly for medium- and long-stay cases. Qualitative results highlight a humanized pedagogy based on flexibility, curricular adaptation, and emotional support. Implications for educational policy are discussed in terms of professional development pathways, inter-institutional coordination, and the reinforcement of specialized human resources.
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