Formación docente y práctica pedagógica en la educación inclusiva: revisión sistemática
| Issue | Vol. 8 Núm. 2 (2024): Ciencia y Educación |
| DOI | |
| Publicado | jun 20, 2024 |
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Estadísticas |
Resumen
Las demandas de atención que emergen en el marco de la diversidad funcional de los estudiantes son desatendidas y en la actualidad exigen fortalecer los procesos de formación docente. Esta revisión sistemática propone identificar los planteamientos actuales sobre formación docente y su incidencia en la práctica pedagógica desde la educación inclusiva. Se realiza un análisis cualitativo de publicaciones científicas entre el año 2019 al primer trimestre del 2024 mediante la metodología PRISMA, consultando Scopus, Science Direct y WoS. Tras la identificación, selección y cribado, se hallaron 43 artículos. Los resultados revelan que conceptos como didáctica, educación inclusiva y sensibilización del ser permiten que la formación docente impacte en la práctica pedagógica, teniendo como eje central la educación inclusiva. Este estudio sugiere investigar alrededor de la formación de maestros en ejercicio y se invita a explorar nuevas estrategias que promuevan una educación inclusiva en las aulas.
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Chow, W. S. E. (2023). Examining factors influencing teachers’ intentions in implementing inclusive practices in Hong Kong classrooms. Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.12632
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Corral-Granados, A., Smeplass, E., Cecilia Rapp, A. & Eide Isaksen, G. (2023). A study on Children perceptions of social exclusion and the structural drivers of discrimination in Norwegian elementary schools. Children and Youth Services Review, 154. https://doi.org/10.1016/j.childyouth.2023.107063
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Giuliano, F. (2015). (Re)pensando la educación con Judith Butler. Una cita necesaria entre filosofía y educación. Propuesta Educativa, 44, 65-78.
Gordon, D., Bourke, T., Mills, R. & Blundell, C. N. (2024). Understanding how education reform influences pre-service teachers’ teacher self-efficacy. International Journal of Educational Research Open, 7, 100338. https://doi.org/10.1016/j.ijedro.2024.100338
Gülsün, İ., Malinen, O. P., Yada, A. & Savolainen, H. (2023). Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour. Teaching and Teacher Education, 132. https://doi.org/10.1016/j.tate.2023.104228
Hansen, N., Bialka, C. S., Wong, S. J. & Gamerman, T. (2024). “Learning on the job”: An exploration of teacher educators’ training and comfort with anti-ableist disability discussion. Teaching and Teacher Education, 140. https://doi.org/10.1016/j.tate.2024.104481
Härkki, T., Vartiainen, H., Seitamaa-Hakkarainen, P. & Hakkarainen, K. (2021). Co-teaching in non-linear projects: A contextualised model of co-teaching to support educational change. Teaching and Teacher Education, 97. https://doi.org/10.1016/j.tate.2020.103188
Hernández Izquierdo, L. & Marchesi, Á. (2021). Actitudes de los maestros ante la inclusión educativa en Colombia, Guatemala y España. Ciencia y Educación, 5(1), 7–24. https://doi.org/10.22206/cyed.2021.v5i1.pp7-24
Keppens, K., Consuegra, E., Goossens, M., De Maeyer, S. & Vanderlinde, R. (2019). Measuring pre-service teachers’ professional vision of inclusive classrooms: A video-based comparative judgement instrument. Teaching and Teacher Education, 78, 1–14. https://doi.org/10.1016/j.tate.2018.10.007
Keppens, K., Consuegra, E., De Maeyer, S. & Vanderlinde, R. (2021). Teacher beliefs, self-efficacy and professional vision: disentangling their relationship in the context of inclusive teaching. Journal of Curriculum Studies, 53(3), 314–332. https://doi.org/10.1080/00220272.2021.1881167
Kimhi, Y., Sokol, O. & Lavian, R. H. (2022). Professional competence of teachers: Improving reading comprehension in classes for children with autism spectrum disorder (ASD). Teaching and Teacher Education, 118. https://doi.org/10.1016/j.tate.2022.103829
Larios, R. J. & Zetlin, A. (2023). Challenges to preparing teachers to instruct all students in inclusive classrooms. Teaching and Teacher Education, 121. https://doi.org/10.1016/j.tate.2022.103945
Leibur, T., Saks, K. & Chounta, I. A. (2023). Towards a conceptualized model of supporting teachers’ application process for acquiring professional qualifications. International Journal of Educational Research Open, 4. https://doi.org/10.1016/j.ijedro.2023.100236
Leung, E., Adams-Whittaker, J., Sha, K. & Flanagan, T. (2024). Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs. International Journal of Educational Research Open, 6. https://doi.org/10.1016/j.ijedro.2024.100326
Mabasa-Manganyi, R. B. (2023). Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies. South African Journal of Childhood Education, 13(1). https://doi.org/10.4102/sajce.v13i1.991
Margevica-Grinberga, I. & Šūmane, I. (2021). The advantages and disadvantages of inclusive education from the perspective of future teachers. society. integration. education. Proceedings of the International Scientific Conference, 1, 432–441. https://doi.org/10.17770/sie2021vol1.6352
MEN (2017). Documento de orientaciones técnicas, administrativas y pedagógicas para la atención educativa a estudiantes con discapacidad en el marco de la educación inclusiva.
Miesera, S. & Sokal, L. (2021). A Cross-National Study of the Effects of Education on Pre-Service Teachers’ Attitudes, Intentions, Concerns, and Self-Efficacy Regarding Inclusive Education. Exceptionality Education International, 31(1), 77–96.
Moreno Angarita, M., Pabón Suárez, I. C., Fonseca Casado, C. & Herrera Rodríguez, T. (2018). LBR Nota Educacion Inclusiva Lineamientos 2016 2020.
Morettini, B. (2021). Forms of resistance: Insights into beginning teacher development. International Journal of Educational Research Open, 2. https://doi.org/10.1016/j.ijedro.2021.100041
Muñoz-Martínez, Y., Gárate-Vergara, F. & Marambio-Carrasco, C. (2021). Training and support for inclusive practices: Transformation from cooperation in teaching and learning. Sustainability (Switzerland), 13(5), 1–18. https://doi.org/10.3390/su13052583
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práctica pedagógica
formación de docentes
educación inclusiva
actitud del docente
educación
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Magdaly Gordillo
Universidad Antonio Nariño, Colombia.
Víctor Prado
Universidad Antonio Nariño, Colombia.
Cómo citar
Gordillo, M., & Prado, V. (2024). Formación docente y práctica pedagógica en la educación inclusiva: revisión sistemática. Ciencia Y Educación, 8(2), 75–93. https://doi.org/10.22206/ciened.2024.v8i2.pp75-93