Most recently, UNESCO (2019) held in Cali, Colombia, the International Forum on Inclusion and Equity in Education, called «All and all students have», with the aim of endorsing Sustainable Development Goal 4 by 2030. From this meeting, several challenges still pending were derived to achieve a quality education for students with disabilities. A crucial one has to do with the need to transform and enrich the training processes of classroom teachers for working with these groups in the regular school. At present we know that, in the set of barriers that prevent these students from accessing, staying, and leaving the education systems, there are the false beliefs of teachers and their impact on pedagogical practices. To help remove this obstacle and thus meet the challenge posed by UNESCO, a training model is proposed for teachers and undergraduate students on the education of apprentices with disabilities in regular schools, based on the principles of inclusive education. The model is based on the need to start from an affective relationship with teachers and invite them to discuss their imaginaries and practices as constitutive elements of training, on the understanding that both are sources of learning through adjustment and restructuring and can allow for the emergence of visible modifications in the discourse and the on-site exercise of teachers (graduates and in preparation).

Este artículo presenta algunos resultados de la investigación Rutas de emergencia del talento docente, cuyo objetivo principal fue identificar y examinar factores asociados a la emergencia del talento de docentes que hacían uso pedagógico sobresaliente de las tecnologías. Se emplearon entrevistas y grupos focales, cuyo análisis destaca el trabajo en Comunidades de Práctica (CoP) como ecosistema fundamental para la emergencia del talento docente; la experiencia pedagógica es el eje cohesionador. Además, la multiafiliación se revela como una dinámica que amplía las posibilidades de negociación de significados sobre la experiencia, y como proceso que incide en la construcción de identidad docente.

de los participantes, los cuales son determinantes para comprender la emergencia del talento docente. Palabras clave: talento docente, educación, calidad educativa, prácticas excepcionales, estudio de caso, TIC. Itineraries, milestones and catalysts associated with the emergence of talent of professors This document presents the results of the exploration and contextualization phase of the project "Rutas de emergencia del talento docente, estudio de casos en maestros con un uso sobresaliente de las TIC" ("Teaching talent emergency paths, case study in teachers with outstanding use of ICTs"). It is a mixed sequential explicative study. The first phase classifies participants utilizing a multiple correspondence analysis. The second phase performs and analyzes three different interviews to nine teachers, utilizing the Gagné model (2009, 2015) to analyze content. This phase identifies itineraries, figures, and significant events in the participants' histories, which can understand the emergence of teaching talent in the Colombian context.

This study presents the advances in the design of the architecture called Human-Robot Scaffolding. The Architecture allows an anthropomorphic social robot to intervene assertively during the learning of the Mean-Fines analysis strategy. Its design recognizes three aspects. Firstly, the scaffolding educational strategy. Second, the psychological theory of Flow. Third, the paradigm BDI agents for the execution of the robot's goals. The partial validation of the architecture has been done with 20 children between 10 and 13 years old from two schools in Colombia. According to the results, the modules and the goals proposed in the architecture promote in an assertive way the learning of the Mean-Fines analysis strategy.