Inclusive educational strategies and their relationship with the self-employment of teachers in training

The objective of the article was to analyze the relationship between inclusive educational strategies and the self-efficacy of teachers in the formation of normal schools, as well as make a comparison between normal urban and rural schools. The approach used was quantitative with a comparative corre...

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Detalhes bibliográficos
Autores: Murillo Parra, Luisa Dolores, Ramos Estrada, Dora Yolanda, García Cedillo, Ismael, Sotelo Castillo, Mirsha Alicia
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2020
País:Costa Rica
Recursos:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
Idioma:español
OAI Identifier:oai:portal.ucr.ac.cr:article/40060
Acesso em linha:https://revistas.ucr.ac.cr/index.php/aie/article/view/40060
Access Level:acceso abierto
Palavra-chave:inclusive education
educational strategies
self-efficacy
teacher training
educación inclusiva
estrategias educativas
autoeficacia
formación docente
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oai_identifier_str oai:portal.ucr.ac.cr:article/40060
network_acronym_str CR
network_name_str Costa Rica
repository_id_str
dc.title.none.fl_str_mv Inclusive educational strategies and their relationship with the self-employment of teachers in training
Estrategias educativas inclusivas y su relación con la autoeficacia de docentes en formación
title Inclusive educational strategies and their relationship with the self-employment of teachers in training
spellingShingle Inclusive educational strategies and their relationship with the self-employment of teachers in training
Murillo Parra, Luisa Dolores
inclusive education
educational strategies
self-efficacy
teacher training
educación inclusiva
estrategias educativas
autoeficacia
formación docente
title_short Inclusive educational strategies and their relationship with the self-employment of teachers in training
title_full Inclusive educational strategies and their relationship with the self-employment of teachers in training
title_fullStr Inclusive educational strategies and their relationship with the self-employment of teachers in training
title_full_unstemmed Inclusive educational strategies and their relationship with the self-employment of teachers in training
title_sort Inclusive educational strategies and their relationship with the self-employment of teachers in training
dc.creator.none.fl_str_mv Murillo Parra, Luisa Dolores
Ramos Estrada, Dora Yolanda
García Cedillo, Ismael
Sotelo Castillo, Mirsha Alicia
author Murillo Parra, Luisa Dolores
author_facet Murillo Parra, Luisa Dolores
Ramos Estrada, Dora Yolanda
García Cedillo, Ismael
Sotelo Castillo, Mirsha Alicia
author_role author
author2 Ramos Estrada, Dora Yolanda
García Cedillo, Ismael
Sotelo Castillo, Mirsha Alicia
author2_role author
author
author
dc.subject.none.fl_str_mv inclusive education
educational strategies
self-efficacy
teacher training
educación inclusiva
estrategias educativas
autoeficacia
formación docente
topic inclusive education
educational strategies
self-efficacy
teacher training
educación inclusiva
estrategias educativas
autoeficacia
formación docente
description The objective of the article was to analyze the relationship between inclusive educational strategies and the self-efficacy of teachers in the formation of normal schools, as well as make a comparison between normal urban and rural schools. The approach used was quantitative with a comparative correlational scope, 166 students of Bachelor of Primary Education from two Normal Schools of South Sonora, Mexico participated in 2018. Two instruments were applied: Strategies to strengthen learning: Questionnaire for the teacher, Mitchell and the Self-efficacy Scale to Implement Inclusive Practices of Sharma, Loreman and Forlin. The results showed that self-efficacy presents a significant relationship with the inclusive strategies of teachers in training. It was found that urban normal school students have greater inclusive educational strategies than rural normal school students. The need for training and education in inclusive education was highlighted, as well as greater material and personal resources to work with students with special educational needs. It is important that, during teacher training, in urban and rural normal schools, teachers are given training in preparation, tools, knowledge, as well as motivation and appropriate practice spaces to undertake their rightful role in an inclusive context
publishDate 2020
dc.date.none.fl_str_mv 2020-01-01
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
Article
artículo original
http://purl.org/coar/resource_type/c_2df8fbb1
info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.ucr.ac.cr/index.php/aie/article/view/40060
10.15517/aie.v20i1.40060
url https://revistas.ucr.ac.cr/index.php/aie/article/view/40060
identifier_str_mv 10.15517/aie.v20i1.40060
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.ucr.ac.cr/index.php/aie/article/view/40060/40671
dc.rights.none.fl_str_mv Derechos de autor 2019 Actualidades Investigativas en Educación
acceso abierto
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2019 Actualidades Investigativas en Educación
acceso abierto
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Costa Rica
publisher.none.fl_str_mv Universidad de Costa Rica
dc.source.none.fl_str_mv Actualidades Investigativas en Educación; Vol. 20 No. 1: (January - April) (2020); 25
Actualidades Investigativas en Educación; Vol. 20 Núm. 1: (Enero - Abril) (2020); 25
Actualidades Investigativas en Educación; v. 20 n. 1: (Enero - Abril) (2020); 25
1409-4703
reponame:Portal de Revistas UCR
instname:Universidad de Costa Rica
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instname_str Universidad de Costa Rica
instacron_str UCR
institution UCR
reponame_str Portal de Revistas UCR
collection Portal de Revistas UCR
repository.name.fl_str_mv Portal de Revistas UCR - Universidad de Costa Rica
repository.mail.fl_str_mv jorge.polanco@ucr.ac.cr
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spelling Inclusive educational strategies and their relationship with the self-employment of teachers in trainingEstrategias educativas inclusivas y su relación con la autoeficacia de docentes en formaciónMurillo Parra, Luisa DoloresRamos Estrada, Dora YolandaGarcía Cedillo, IsmaelSotelo Castillo, Mirsha Aliciainclusive educationeducational strategiesself-efficacyteacher trainingeducación inclusivaestrategias educativasautoeficaciaformación docenteThe objective of the article was to analyze the relationship between inclusive educational strategies and the self-efficacy of teachers in the formation of normal schools, as well as make a comparison between normal urban and rural schools. The approach used was quantitative with a comparative correlational scope, 166 students of Bachelor of Primary Education from two Normal Schools of South Sonora, Mexico participated in 2018. Two instruments were applied: Strategies to strengthen learning: Questionnaire for the teacher, Mitchell and the Self-efficacy Scale to Implement Inclusive Practices of Sharma, Loreman and Forlin. The results showed that self-efficacy presents a significant relationship with the inclusive strategies of teachers in training. It was found that urban normal school students have greater inclusive educational strategies than rural normal school students. The need for training and education in inclusive education was highlighted, as well as greater material and personal resources to work with students with special educational needs. It is important that, during teacher training, in urban and rural normal schools, teachers are given training in preparation, tools, knowledge, as well as motivation and appropriate practice spaces to undertake their rightful role in an inclusive contextEl objetivo del artículo fue analizar la relación entre las estrategias educativas inclusivas y la autoeficacia de docentes en formación de escuelas normales, así como realizar una comparación entre escuela normal urbana y escuela rural. El enfoque utilizado fue cuantitativo con un alcance correlacional comparativo. Participaron 166 docentes en formación de Licenciatura en Educación Primaria de dos Escuelas Normales del Sur de Sonora, México, en 2018. Se aplicaron dos instrumentos: Estrategias para fortalecer el aprendizaje: Cuestionario para el profesor, de Mitchell, y la Escala de Autoeficacia para Implementar Prácticas Inclusivas de Sharma, Loreman y Forlin. Los resultados mostraron que la autoeficacia presenta relación significativa con las estrategias inclusivas de las personas docentes en formación. Se encontró que el estudiantado de escuela normal urbana presenta mayores estrategias educativas inclusivas que el de la escuela normal rural. Se destacó la necesidad de formación y capacitación en educación inclusiva, así como mayores recursos materiales y personales para trabajar con estudiantes con necesidades educativas especiales. Es importante que, durante la formación docente, en las escuelas normales urbanas y rurales, se dote a las personas docentes en formación de preparación, herramientas, conocimientos, así como motivación y espacios de práctica adecuados para poder emprender el rol que les corresponde en un contexto inclusivo.Universidad de Costa Rica2020-01-01info:eu-repo/semantics/publishedVersionArticleartículo originalhttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdfhttps://revistas.ucr.ac.cr/index.php/aie/article/view/4006010.15517/aie.v20i1.40060Actualidades Investigativas en Educación; Vol. 20 No. 1: (January - April) (2020); 25Actualidades Investigativas en Educación; Vol. 20 Núm. 1: (Enero - Abril) (2020); 25Actualidades Investigativas en Educación; v. 20 n. 1: (Enero - Abril) (2020); 251409-4703reponame:Portal de Revistas UCRinstname:Universidad de Costa Ricainstacron:UCRspahttps://revistas.ucr.ac.cr/index.php/aie/article/view/40060/40671Derechos de autor 2019 Actualidades Investigativas en Educaciónacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2021-07-09T19:34:08Zoai:portal.ucr.ac.cr:article/40060Portal de revistashttps://revistas.ucr.ac.cr/Universidadhttp://www.ucr.ac.crhttps://revistas.ucr.ac.cr/index.php/index/oaijorge.polanco@ucr.ac.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2025-08-13T10:57:10.724Portal de Revistas UCR - Universidad de Costa Ricafalse
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