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2016 - Vol. 10, Num. 1 | |||||
Explore the Conceptions of Teachers regarding Inclusive Education Process for Improving Institutional |
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Javier Espinosa Dávila and Vanessa Valdebenito Zambrano | ||||||
Abstract | ||||||
This paper aims to meet the teachers’ conceptions related to inclusive education in order to make an improvement proposal through pedagogical practices that strictly respond to diversity on an educational center from the IX region. The is a qualitative research with a phenomenological design that includes a sample of 22 teachers who had to answer a dilemma questionnaire and a semi-structured interview to a sub-sample by classifying their answers according to three typology of beliefs, labeled: segregator, integrator and inclusive. The results indicate high preference for inclusive theories, although their practices are closer to the segregator and integrator assumptions. For this reason, an improvement proposal is presented in relation to designing and managing instances of communication and participation, as well as pedagogical reflections for the analysis of conceptions and the improvement of collaborative work as a strategy to facilitate the inclusive education process. |
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Key words | ||||||
Implicit conceptions, Inclusive education, Diversity attention, Teaching practice. |
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Complete Text | ||||||
Full text in Spanish, PDF | ||||||
Reference | ||||||
Espinosa, J.
& Valdebenito, V. (2016). Explorar las concepciones de los docentes respecto al proceso de educación inclusiva para la mejora institucional. [Explore the conceptions of teachers regarding inclusive education process for improving institutional]. Revista Latinoamericana de Educación Inclusiva, 10(1),
195-213. Retrieved from http://www.rinace.net/rlei/numeros/vol10-num1/art8.pdf |
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