Prácticas pedagógicas para la inclusión en dos modelos educativos alternativos

IF 0.3 Q4 SOCIAL ISSUES
Jackeline Cantor, J. E. Sánchez, Danna Aristizábal-Oviedo
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引用次数: 0

Abstract

espanolEl presente estudio exploro la relacion entre las practicas docentes y los niveles percibidos de inclusion por maestros y estudiantes en dos modelos pedagogicos alternativos. Se midieron elementos constitutivos de los modelos que teoricamente parecen favorecer la inclusion a traves de encuestas a docentes y estudiantes, y se hicieron pruebas de correlacion para comprobar su asociacion con la percepcion de inclusion. Los resultados muestran diferencias entre los reportes de docentes y estudiantes. Para los primeros, las practicas centradas en los sujetos, pertinentes al contexto y con incidencia comunitaria a favor de la organizacion social, ostentan mayores puntajes de inclusion que las de tipo dialogico; mientras que segundos otorgan mas puntaje a estas ultimas. Esto sugiere que las practicas centradas en promover lo dialogico entre individuos resultan mas efectivas desde la perspectiva de los estudiantes en terminos de generar inclusion en el aula. EnglishIn the present study, the relationship between teaching practices and perceived levels of inclusion was explored for both teachers and students in two alternative pedagogical models. Constitutive elements of the models, that theoretically seem to favor inclusion, were measured through surveys of teachers and students, and correlation tests were carried out to verify their association with the perception of inclusion. The results show differences in the reports given by teachers and students. For teachers, the practices centered on the subjects, pertinent to the context and with community incidence in favor of social organization present higher inclusion scores than the dialogic-type practices, while, for the students, dialogic-type practices present higher scores. These results suggest that practices focused on promoting dialogue between individuals are more effective from the students’ perspective in terms of fostering inclusion in the classroom.
将教学实践纳入两种可供选择的教育模式
本研究探讨在两种不同的教学模式下,教学实践与教师和学生感知的包容水平之间的关系。本研究的目的是通过对教师和学生的调查,测量理论上有利于包容的模型的组成部分,并进行相关检验,以验证它们与包容感知的关联。结果表明,教师和学生的报告存在差异。在第一种情况下,以主题为中心、与环境相关并具有有利于社会组织的社区影响的实践比对话类型的实践具有更高的包容性得分;而第二名给了后者更多的分数。这表明,从学生的角度来看,注重促进个人之间对话的实践在课堂上产生包容方面更有效。在本研究中,两种不同的教学模式探讨了教师和学生的教学实践与感知到的包容水平之间的关系。通过对教师和学生的调查,对模型在理论上似乎有利于包容的构成要素进行了测量,并进行了相关测试,以验证它们与包容观念的关系。结果显示教师和学生的报告有所不同。对于教师来说,以主题为中心、与情境相关、具有社区影响的实践,有利于社会组织的包容性得分高于对话式实践,而对于学生来说,对话式实践得分较高。这些结果表明,从学生的角度来看,注重促进个人之间对话的做法在促进课堂包容方面更为有效。
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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30
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52 weeks
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