Reimaginando la profesión con docentes que promueven la inclusión en la universidad: Recomendaciones para la acción
This article explores the practical recommendations offered by 25 faculty members from the University of Seville, who develop inclusive pedagogy, to other educators to promote their commitment to inclusion. It is a multi-case study that is developed through a semi-structured interview script with op...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Recursos: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/180018 |
| Acesso em linha: | https://hdl.handle.net/11441/180018 https://doi.org/10.62701/revedu.v13.5444 |
| Access Level: | acceso abierto |
| Palavra-chave: | Recommendations Higher Education Faculty members Inclusive pedagogy Inclusive education Qualitative research Spain Recomendaciones Educación Superior Profesorado universitario Pedagogía inclusiva Educación inclusiva Investigación cualitativa España |
| Resumo: | This article explores the practical recommendations offered by 25 faculty members from the University of Seville, who develop inclusive pedagogy, to other educators to promote their commitment to inclusion. It is a multi-case study that is developed through a semi-structured interview script with open-ended questions. The data were analysed using an inductive category and coding system. The results revealed five recommendations: 1) recognise diversity as an opportunity, 2) have a deep moral and ethicalcommitment, 3) create a safe, stimulating, democratic and mutuallysupportive learning environment, 4) train, research and innovate withoutlimits by being self-taught and in cooperation, and 5) reflect endlessly onone's teaching role and practice. In conclusion, being an inclusive facultymember is a complex task, but it can be achieved through a strong ethical,reflective and professional self-commitment |
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