La Reflexión Colectiva entre Profesoras en Formación Inicial y Continua como Espacio de Construcción de una Pedagogía Inclusiva
Bibliographic Data
| ID | 14790897 |
|---|---|
| Authors | Constanza Herrera-Seda (0000-0001-5778-6495, Universidad de Santiago de Chile, corresponding author), Carlos Vanegas-Ortega (0000-0002-5364-0664, Universidad de Santiago de Chile), Esteban Vicencio-Callejas (Universidad de Santiago de Chile), Katalina Maldonado-Amaro (Universidad de Santiago de Chile) |
| Year | 2021 |
| Volume | 15 |
| Issue | 2 |
| Pages | 111-133 |
| Publication date | 2021-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista latinoamericana de educación inclusiva (JOURNAL) |
| Journal identifiers | ISSN: 0718-5480 • E-ISSN: 0718-7378 |
| Publisher | SciELO Agencia Nacional de Investigacion y Desarrollo (ANID) (PUBLISHER) |
| DOI | 10.4067/s0718-73782021000200111 |
| OpenAlex | W4206739914 |
| SciELO | S0718-73782021000200111 |
| Language | ES |
| Citations received | 2 |
| References cited | 21 |
In the last few decades to build an inclusive pedagogy has become a fundamental \ngoal for the Chilean educational system, and teacher education into an unavoidable \ntask which involves relevant challenges. The objective of this research was to \ndescribe the contribution of the collective reflection on practice among teachers in \ninitial and ongoing training to build an inclusive pedagogy, departing from the \nuniversal design for learning principles. With this aim, a conceptual framework of \nteacher education for inclusion was elaborated, and it was methodologically \naddressed with a qualitative approach of training-action-research. This work shows \nthe design and implementation of a teacher training program applied to 5 work \nteams formed by 2 pre-service teachers and one in-service teacher. Based on the data \ncollected through interviews, questionnaires, and work session records the results \nabout the convergences and divergences experienced by participants was \nestablished. The main conclusions corroborate the relevance of collective reflection \namong teachers to the professional development in those two stages, and to change \nclassroom practices toward an inclusive education
Humanities · Sociology · Education and Teacher Training · Philosophy · Social Issues and Sustainability
Preparing teachers for inclusive education
The reflective practitioner
Inclusión “a la Chilena”
Going left or right? A study of the policy rationale of the Chilean center-left coalition Concertación in Education
Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership
Competencias Docentes para una Pedagogía Inclusiva. Consideraciones a partir de la Experiencia con Formadores de Profesores Chilenos
Profesores Nóveles de Enseñanza Básica
La Inclusión como Dilema
Actitud hacia la Inclusión de los Estudiantes de Pedagogía de una Universidad Estatal Chilena
Formación Docente desde un Enfoque Inclusivo. A 25 Años de la Declaración de Salamanca, Nuevos y Viejos Desafíos
Developing teachers as agents of inclusion and social justice
The missing voices
Inclusive pedagogy in action
Do as we do and not as we say
Developing a pedagogy of teacher education using self-study
Inclusive pedagogy
The Journey towards Inclusion
La innovación pedagógica de la mano de la investigación-acción para mejorar la calidad del prácticum de magisterio
Teacher Informal Collaboration for Professional Improvement
Conocimiento pedagógico
Diversidad, modelos de gestión y formación inicial docente
| Citations per year | 0.5 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |