Acercando la diversidad social al alumnado de educación primaria: estudio sobre una experiencia de formación inclusiva

Soroa, Marian; Karrera, Iñaki

doi:10.47553/rifop.v98i37.1.91378

Cited by 2 publications

(1 citation statement)

References 22 publications

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“…Los autores enfatizan la importancia de la capacitación de los docentes en Educación Inclusiva para orientar los procesos de aprendizajes en las aulas independientemente de la heterogeneidad de estudiantes. Otros estudios han abordado la educación inclusiva en cuanto a la diversidad (Hurtado Maya et al, 2023), derechos (Casado Muñoz et al, 2023, en pandemia (Correa-Alzate et al, 2023), experiencia inclusiva (Soroa y Karrera, 2023), desde la perspectiva de una comunidad educativa (Vallejos Garcías y Castro Durán, 2023), etc. Por todo lo expuesto, el objetivo del trabajo es describir el perfil del docente universitario para una educación inclusiva en una institución privada de Asunción en el 2022.…”

Section: Introductionunclassified

Perfil del docente de la educación superior para la educación inclusiva en una universidad privada de Paraguay

O´Hinggins Salinas,

Ayala

2024

Rev. cient. cienc. soc.

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The objective of the research is to describe the profile of the higher education teacher for inclusive education in a private university in Paraguay in 2022. The study has a mixed cross-sectional approach with an exploratory and descriptive scope. Active teachers from the evaluated institution who voluntarily accepted to participate, were included in the study. For the quantitative research, 81 teachers were surveyed and a 19-question questionnaire was used to collect data. For qualitative research, 10 in-depth interviews were conducted with two question guides. The results show that the institution has adequate infrastructure; pedagogical training programs do not include content related to diversity to carry out an effective pedagogical intervention. The lack of a teaching profile is a weakness, and knowledge of the legal framework is limited. Teachers are not trained for inclusive classrooms and they do not conduct courses or workshops on such topics. It is concluded that the profile presented by higher education teachers to carry out an effective pedagogical intervention in inclusive classrooms at the university analyzed is deficient.

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Section: Introductionunclassified

Perfil del docente de la educación superior para la educación inclusiva en una universidad privada de Paraguay

O´Hinggins Salinas,

Ayala

2024

Rev. cient. cienc. soc.

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The Impact of Role-playing Games on Developing Empathy of Future Preschool Inclusive Teachers

Komisaryk,

Kuznietsova,

Taniavska

et al. 2023

International Journal of Education and Information Technologies

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Inclusive education should be based on the effective involvement of people with disabilities in the educational process to obtain positive results. The work aims to determine the impact of role-playing games on developing empathy of future inclusive teachers. The aim was achieved using the Likert scale, observation, value function calculations, the rank coefficient of the level of effectiveness, and the Cramér criterion. The results of the study showed that it is necessary to ensure that students’ experiences during communication are considered first and foremost for the effectiveness of learning in an inclusive class and the development of empathy (0.93). Therefore, this criterion was primarily considered during the development of learning mechanisms. Training mechanisms for future teachers were intended to ensure the formation of an adaptive function, a communicative function, an understanding of a new approach, and the formation of an educational function. The game-based approach became the foundation of the educational process. A high level of empathy was achieved among 89% of students, which is associated with the development of tolerance. A high level of empathy was reflected in the development of communication (28%), creative activity (27%), and a greater level of restraint (23%). An individual approach in the process of teaching preschoolers influences their achievement of a high level of knowledge. The importance of the work is determining approaches to the development of a high level of empathy among future inclusive teachers using role-playing games, which is important for children’s development. Research prospects are related to the possibilities of developing empathy for future teachers by using the role-playing approach in education and digital technologies.

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Acercando la diversidad social al alumnado de educación primaria: estudio sobre una experiencia de formación inclusiva

Cited by 2 publications

References 22 publications

Perfil del docente de la educación superior para la educación inclusiva en una universidad privada de Paraguay

Perfil del docente de la educación superior para la educación inclusiva en una universidad privada de Paraguay

The Impact of Role-playing Games on Developing Empathy of Future Preschool Inclusive Teachers

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