¿Es necesaria la formación del profesorado en metodologías inclusivas?

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
Josefina Lozano Martínez, Antonia Cava, G. Minutoli, I. Reche
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引用次数: 0

Abstract

The challenge the school must take up currently  is to combine school teaching activities with educational inclusion. Social and school inclusion has a key role in implementing efficient and inclusive educational policies and practices. However, a question should not be left unanswered: are teachers ready for this? Are methodologies and their techniques in line with these inclusive approaches? Or, on the contrary, is it necessary to have more training for generalist teachers? The aim of this paper is to investigate, through a questionnaire, these aspects. The results show the perception of 606 curricular and support teachers in high schools in the town of Messina. Data analysis reveals the need for a higher level of training and cooperation among teachers and at the same time points out statistically significant differences among teachers’ initial trainings in relation to response to diversity and their opinions about the benefits inclusion can have on learning, socio-affective environment and professional advancement.
是否需要对教师进行包容性方法的培训?
学校目前必须面对的挑战是将学校教学活动与教育包容性相结合。社会和学校包容在实施有效和包容的教育政策和做法方面发挥着关键作用。然而,有一个问题不应该没有答案:老师们准备好了吗?方法及其技术是否符合这些包容性方法?或者,恰恰相反,是否有必要对多面手教师进行更多的培训?本文的目的是通过问卷调查,对这些方面进行调查。结果显示了对墨西拿镇606名高中课程和辅助教师的看法。数据分析表明,教师之间需要更高水平的培训与合作,同时指出,在教师对多样性的反应方面,教师的初始培训存在统计学上的显著差异,以及他们对包容性对学习、社会情感环境和职业发展的益处的看法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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