Technological and pluricultural teacher training for a quality educational inclusion
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Texto livre |
Texto Completo: | https://periodicos.ufmg.br/index.php/textolivre/article/view/25648 |
Resumo: | The present work aims to establish the links that may exist between technological training and multicultural training of teachers with educational inclusion. The research design is non-experimental, explanatory and correlational, with a quantitative method. A reliable and content-validated Likert-type scale has been used. The sample used is 594 subjects, formed by university students in their last year of Primary Education and graduate students (Master of Teacher Training) (University of Jaen, Spain). An exploratory factorial analysis was carried out which validated the scale's construct and which allows us to conclude that greater value is given to foreign training than to national training, and furthermore, little value is given to teacher training as a key to an educational system in accordance with the 21st century. Spearman's Rho was applied, where the significant correlation between the training provided by non-university institutions and pluricultural training can be observed. Structural equation modeling (SEM) concludes by demonstrating the strong relationship between inclusive and pluricultural teacher education, and between the latter and technology, with a weak relationship between technology and general teacher education. |
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Technological and pluricultural teacher training for a quality educational inclusionFormação tecnológica e pluricultural de professores para uma inclusão educacional de qualidadeTecnologiasPluriculturalismoInclusão educacionalFormação de professoresEducaçãoTechnologiesPluriculturalismEducational inclusionTeacher trainingEducationThe present work aims to establish the links that may exist between technological training and multicultural training of teachers with educational inclusion. The research design is non-experimental, explanatory and correlational, with a quantitative method. A reliable and content-validated Likert-type scale has been used. The sample used is 594 subjects, formed by university students in their last year of Primary Education and graduate students (Master of Teacher Training) (University of Jaen, Spain). An exploratory factorial analysis was carried out which validated the scale's construct and which allows us to conclude that greater value is given to foreign training than to national training, and furthermore, little value is given to teacher training as a key to an educational system in accordance with the 21st century. Spearman's Rho was applied, where the significant correlation between the training provided by non-university institutions and pluricultural training can be observed. Structural equation modeling (SEM) concludes by demonstrating the strong relationship between inclusive and pluricultural teacher education, and between the latter and technology, with a weak relationship between technology and general teacher education.Este trabalho tem como objetivo estabelecer os vínculos que podem existir entre a formação tecnológica e pluricultural de professores com a inclusão educacional. O desenho da pesquisa é não-experimental, explicativo e correlacional, com um método quantitativo. Foi utilizada uma escala tipo Likert, que foi validada em termos de conteúdo e é confiável. A amostra utilizada é de 594 sujeitos, formada por estudantes universitários em seu último ano do Ensino Fundamental e alunos de pós-graduação (Mestrado em Formação de Professores) (Universidade de Jaén, Espanha). Para os resultados realizamos uma análise fatorial exploratório que validou a construção da escala e que nos permite concluir o maior valor dado à formação estrangeira do que à formação nacional e, além disso, pouco valor que é dado à formação de professores como chave para um sistema educacional de acordo com o século XXI. Aplicamos o Rho de Spearman, onde se observa a correlação significativa entre a formação fornecido por instituições não universitárias e a formação pluricultural. A modelagem de equação estrutural (SEM) nos permite concluir demonstrando a forte relação entre a formação inclusiva e pluricultural de professores, e entre tecnologia e formação de professores, com uma relação fraca entre a formação tecnológica e uma formação geral de professores.Universidade Federal de Minas Gerais2020-10-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/textolivre/article/view/2564810.35699/1983-3652.2020.25648Texto Livre; Vol. 13 No. 3 (2020): Thematic dossier: Learning technologies; 224-239Texto Livre; Vol. 13 Núm. 3 (2020): Dossier temático: Tecnologías del aprendizaje; 224-239Texto Livre; Vol. 13 No 3 (2020): Dossier thématique: technologies d'apprentissage; 224-239Texto Livre; v. 13 n. 3 (2020): Dossiê temático: Tecnologias da aprendizagem; 224-2391983-3652reponame:Texto livreinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGenghttps://periodicos.ufmg.br/index.php/textolivre/article/view/25648/20012Copyright (c) 2020 Texto Livre: Linguagem e Tecnologiahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCamargo, Cláudia de Barros 2020-12-26T22:51:40Zoai:periodicos.ufmg.br:article/25648Revistahttp://www.periodicos.letras.ufmg.br/index.php/textolivrePUBhttps://periodicos.ufmg.br/index.php/textolivre/oairevistatextolivre@letras.ufmg.br1983-36521983-3652opendoar:2020-12-26T22:51:40Texto livre - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Technological and pluricultural teacher training for a quality educational inclusion Formação tecnológica e pluricultural de professores para uma inclusão educacional de qualidade |
title |
Technological and pluricultural teacher training for a quality educational inclusion |
spellingShingle |
Technological and pluricultural teacher training for a quality educational inclusion Camargo, Cláudia de Barros Tecnologias Pluriculturalismo Inclusão educacional Formação de professores Educação Technologies Pluriculturalism Educational inclusion Teacher training Education |
title_short |
Technological and pluricultural teacher training for a quality educational inclusion |
title_full |
Technological and pluricultural teacher training for a quality educational inclusion |
title_fullStr |
Technological and pluricultural teacher training for a quality educational inclusion |
title_full_unstemmed |
Technological and pluricultural teacher training for a quality educational inclusion |
title_sort |
Technological and pluricultural teacher training for a quality educational inclusion |
author |
Camargo, Cláudia de Barros |
author_facet |
Camargo, Cláudia de Barros |
author_role |
author |
dc.contributor.author.fl_str_mv |
Camargo, Cláudia de Barros |
dc.subject.por.fl_str_mv |
Tecnologias Pluriculturalismo Inclusão educacional Formação de professores Educação Technologies Pluriculturalism Educational inclusion Teacher training Education |
topic |
Tecnologias Pluriculturalismo Inclusão educacional Formação de professores Educação Technologies Pluriculturalism Educational inclusion Teacher training Education |
description |
The present work aims to establish the links that may exist between technological training and multicultural training of teachers with educational inclusion. The research design is non-experimental, explanatory and correlational, with a quantitative method. A reliable and content-validated Likert-type scale has been used. The sample used is 594 subjects, formed by university students in their last year of Primary Education and graduate students (Master of Teacher Training) (University of Jaen, Spain). An exploratory factorial analysis was carried out which validated the scale's construct and which allows us to conclude that greater value is given to foreign training than to national training, and furthermore, little value is given to teacher training as a key to an educational system in accordance with the 21st century. Spearman's Rho was applied, where the significant correlation between the training provided by non-university institutions and pluricultural training can be observed. Structural equation modeling (SEM) concludes by demonstrating the strong relationship between inclusive and pluricultural teacher education, and between the latter and technology, with a weak relationship between technology and general teacher education. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-02 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/textolivre/article/view/25648 10.35699/1983-3652.2020.25648 |
url |
https://periodicos.ufmg.br/index.php/textolivre/article/view/25648 |
identifier_str_mv |
10.35699/1983-3652.2020.25648 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/textolivre/article/view/25648/20012 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Texto Livre: Linguagem e Tecnologia https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Texto Livre: Linguagem e Tecnologia https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Texto Livre; Vol. 13 No. 3 (2020): Thematic dossier: Learning technologies; 224-239 Texto Livre; Vol. 13 Núm. 3 (2020): Dossier temático: Tecnologías del aprendizaje; 224-239 Texto Livre; Vol. 13 No 3 (2020): Dossier thématique: technologies d'apprentissage; 224-239 Texto Livre; v. 13 n. 3 (2020): Dossiê temático: Tecnologias da aprendizagem; 224-239 1983-3652 reponame:Texto livre instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Texto livre |
collection |
Texto livre |
repository.name.fl_str_mv |
Texto livre - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
revistatextolivre@letras.ufmg.br |
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1799711143349977088 |