Inclusive practices in teacher training in Mexico
Inclusive practices include diversity as a resource that favors teaching-learning processes in the classroom, although they focus on the most vulnerable people by offering them higher-quality education. This descriptive study sought to i...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Perú |
| Institución: | Universidad de San Martín de Porres |
| Repositorio: | Liberabit |
| Idioma: | español |
| OAI Identifier: | oai:ojs2.ojs3.revistaliberabit.com:article/57 |
| Acceso en línea: | http://www.revistaliberabit.com/index.php/Liberabit/article/view/57 |
| Access Level: | acceso abierto |
| Palabra clave: | prácticas inclusivas educación inclusiva formación docente |
| Sumario: | Inclusive practices include diversity as a resource that favors teaching-learning processes in the classroom, although they focus on the most vulnerable people by offering them higher-quality education. This descriptive study sought to identify the inclusive practices of teachers who train teachers in an Escuela Normal (teachers’ college) in Mexico. Eight teachers and 247 students participated in the study; the Guidelines for the Evaluation of Inclusive Practices in the Classroom (observation formats and students), the Learning Strategies Questionnaire, and semi-structured interviews were used. The results suggest that, although the general perception is that participating teachers have high inclusive practices, they need greater support in the physical conditions of the classroom, methodology and teacher-student relationship. It was also identified the need for a refresher program for teachers to conceptually enrich the teaching staff and encourage the implementation of inclusive education within the Escuela Normal. DOI: https://doi.org/10.24265/liberabit.2017.v23n1.03 |
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