Procesos de movilización del conocimiento sobre educación inclusiva en las escuelas suizas. ¿Qué papel juegan los investigadores / formadores que asesoran los procesos de mejora escolar?
Using the perceptions of the actors (researchers, principals and teachers) involved in the processes of change in Swiss school improvement processes, this study aims to identify the role of researchers/ trainers in school improvement. Methodologically, it is a descriptive study in which 13 responden...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad de Navarra |
| Repositorio: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Idioma: | español |
| OAI Identifier: | oai:dadun.unav.edu:10171/59279 |
| Acceso en línea: | https://hdl.handle.net/10171/59279 |
| Access Level: | acceso abierto |
| Palabra clave: | Movilización del conocimiento Educación inclusiva Asesoramiento Mejora escolar |
| Sumario: | Using the perceptions of the actors (researchers, principals and teachers) involved in the processes of change in Swiss school improvement processes, this study aims to identify the role of researchers/ trainers in school improvement. Methodologically, it is a descriptive study in which 13 respondents from four schools with inclusive projects have participated. Based on the content analysis of semistructured interviews, the results give an account of the roles they adopt and the strategies used by researchers/ trainers to mobilize knowledge on inclusive education. |
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