DISPOSITION OF BASIC EDUCATION TEACHERS TOWARDS INCLUSION: THE CASE OF TEACHERS MASTER'S STUDENTS IN MEXICO

Detalhes bibliográficos
Autor(a) principal: Martínez, Blanca Nely Vázquez
Data de Publicação: 2024
Outros Autores: Amaro, María Cristina Amaro, Salas, Javier Salvador González
Tipo de documento: preprint
Idioma: spa
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/8390
Resumo: National policies aimed at valuing diversity in Mexico, place inclusion as one of the priority objectives for the development of appropriate teaching and learning environments at the Basic Education levels. Given the fundamental role of teachers in this context, it is crucial to know their appreciation of inclusive practices. Accordingly, the purpose of this research article is to identify the disposition towards inclusion of a group of graduate student teachers. The methodology employed was quantitative of a descriptive type, in which several instruments that analyze different facets of inclusion in the teaching environment (SACIE-R, TEIP, GEPIA and CEFA) were used. A representative sample of Basic Education teachers participated, master's degree students from two main teacher training institutions in the state of San Luis Potosí, Mexico, chosen through non-probabilistic sampling by accessibility. The main results indicate factors conducive to inclusion, but also the perception of a lack of specific training and support programs; information that impacts on training and institutional support necessary to implement inclusive school intervention in the regular classroom.
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spelling DISPOSITION OF BASIC EDUCATION TEACHERS TOWARDS INCLUSION: THE CASE OF TEACHERS MASTER'S STUDENTS IN MEXICODISPOSICIÓN DEL PROFESORADO DE EDUCACIÓN BÁSICA HACIA LA INCLUSIÓN: EL CASO DE DOCENTES ESTUDIANTES DE MAESTRÍA EN MÉXICODISPOSIÇÃO DOS PROFESSORES DA EDUCAÇÃO BÁSICA PARA A INCLUSÃO: O CASO DOS PROFESSORES DE MESTRADO NO MÉXICOEducação inclusivaensinoeducação básicaformação de professoresInclusive educationteachingbasic educationteacher trainingEducación inclusivadocenciaeducación básicaformación de docentesNational policies aimed at valuing diversity in Mexico, place inclusion as one of the priority objectives for the development of appropriate teaching and learning environments at the Basic Education levels. Given the fundamental role of teachers in this context, it is crucial to know their appreciation of inclusive practices. Accordingly, the purpose of this research article is to identify the disposition towards inclusion of a group of graduate student teachers. The methodology employed was quantitative of a descriptive type, in which several instruments that analyze different facets of inclusion in the teaching environment (SACIE-R, TEIP, GEPIA and CEFA) were used. A representative sample of Basic Education teachers participated, master's degree students from two main teacher training institutions in the state of San Luis Potosí, Mexico, chosen through non-probabilistic sampling by accessibility. The main results indicate factors conducive to inclusion, but also the perception of a lack of specific training and support programs; information that impacts on training and institutional support necessary to implement inclusive school intervention in the regular classroom.Las políticas nacionales orientadas a la valoración de la diversidad en México sitúan a la inclusión como uno de los objetivos prioritarios para el desarrollo de entornos de enseñanza y aprendizaje adecuados en los niveles de Educación Básica. Dado el papel fundamental del docente en este contexto, resulta crucial conocer su apreciación de las prácticas incluyentes. En correspondencia con lo anterior, el propósito del presente artículo de investigación es identificar la disposición hacia la inclusión de un grupo de docentes estudiantes de posgrado. La metodología empleada fue cuantitativa de tipo descriptiva, en la que se utilizaron varios instrumentos que analizan diferentes facetas de la inclusión en el entorno del profesorado (SACIE-R, TEIP, GEPIA y CEFA). Participó una muestra representativa de profesores de Educación Básica, alumnos de maestría de dos principales instituciones formadoras de docentes del estado de San Luis Potosí, México, elegidos mediante un muestreo no probabilístico por accesibilidad. Los principales resultados indican factores propicios para la inclusión, pero también, la percepción de carencias en capacitación específica y programas de soporte; información que impacta en la formación y en el apoyo institucional, necesarios para implementar la intervención escolar inclusiva en el aula regular.As políticas nacionais destinadas a valorizar a diversidade no México colocam a inclusão como um dos objetivos prioritários para o desenvolvimento de ambientes de ensino e aprendizagem adequados nos níveis da Educação Básica. Dado o papel fundamental do professor neste contexto, é crucial conhecer a sua valorização das práticas inclusivas. Em correspondência com o exposto, o objetivo deste artigo de pesquisa é identificar a disposição para a inclusão de um grupo de professores pós-graduandos. A metodologia utilizada foi quantitativa e descritiva, na qual foram utilizados diversos instrumentos que analisam diferentes facetas da inclusão no ambiente de ensino (SACIE-R, TEIP, GEPIA e CEFA). Participou uma amostra representativa de professores da Educação Básica, alunos de mestrado de duas principais instituições de formação de professores do estado de San Luis Potosí, México, escolhidos através de amostragem não probabilística devido à acessibilidade. Os principais resultados indicam factores propícios à inclusão, mas também a percepção de deficiências em programas específicos de formação e apoio; informações que impactem a formação e o apoio institucional, necessários para implementar a intervenção escolar inclusiva na sala de aula regular.SciELO PreprintsSciELO PreprintsSciELO Preprints2024-04-04info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/839010.1590/SciELOPreprints.8390spahttps://preprints.scielo.org/index.php/scielo/article/view/8390/15683Copyright (c) 2024 Blanca Nely Vázquez Martínez, María Cristina Amaro Amaro, Javier Salvador González Salashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMartínez, Blanca Nely VázquezAmaro, María Cristina AmaroSalas, Javier Salvador Gonzálezreponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2024-04-04T20:00:17Zoai:ops.preprints.scielo.org:preprint/8390Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2024-04-04T20:00:17SciELO Preprints - Scientific Electronic Library Online (SCIELO)false
dc.title.none.fl_str_mv DISPOSITION OF BASIC EDUCATION TEACHERS TOWARDS INCLUSION: THE CASE OF TEACHERS MASTER'S STUDENTS IN MEXICO
DISPOSICIÓN DEL PROFESORADO DE EDUCACIÓN BÁSICA HACIA LA INCLUSIÓN: EL CASO DE DOCENTES ESTUDIANTES DE MAESTRÍA EN MÉXICO
DISPOSIÇÃO DOS PROFESSORES DA EDUCAÇÃO BÁSICA PARA A INCLUSÃO: O CASO DOS PROFESSORES DE MESTRADO NO MÉXICO
title DISPOSITION OF BASIC EDUCATION TEACHERS TOWARDS INCLUSION: THE CASE OF TEACHERS MASTER'S STUDENTS IN MEXICO
spellingShingle DISPOSITION OF BASIC EDUCATION TEACHERS TOWARDS INCLUSION: THE CASE OF TEACHERS MASTER'S STUDENTS IN MEXICO
Martínez, Blanca Nely Vázquez
Educação inclusiva
ensino
educação básica
formação de professores
Inclusive education
teaching
basic education
teacher training
Educación inclusiva
docencia
educación básica
formación de docentes
title_short DISPOSITION OF BASIC EDUCATION TEACHERS TOWARDS INCLUSION: THE CASE OF TEACHERS MASTER'S STUDENTS IN MEXICO
title_full DISPOSITION OF BASIC EDUCATION TEACHERS TOWARDS INCLUSION: THE CASE OF TEACHERS MASTER'S STUDENTS IN MEXICO
title_fullStr DISPOSITION OF BASIC EDUCATION TEACHERS TOWARDS INCLUSION: THE CASE OF TEACHERS MASTER'S STUDENTS IN MEXICO
title_full_unstemmed DISPOSITION OF BASIC EDUCATION TEACHERS TOWARDS INCLUSION: THE CASE OF TEACHERS MASTER'S STUDENTS IN MEXICO
title_sort DISPOSITION OF BASIC EDUCATION TEACHERS TOWARDS INCLUSION: THE CASE OF TEACHERS MASTER'S STUDENTS IN MEXICO
author Martínez, Blanca Nely Vázquez
author_facet Martínez, Blanca Nely Vázquez
Amaro, María Cristina Amaro
Salas, Javier Salvador González
author_role author
author2 Amaro, María Cristina Amaro
Salas, Javier Salvador González
author2_role author
author
dc.contributor.author.fl_str_mv Martínez, Blanca Nely Vázquez
Amaro, María Cristina Amaro
Salas, Javier Salvador González
dc.subject.por.fl_str_mv Educação inclusiva
ensino
educação básica
formação de professores
Inclusive education
teaching
basic education
teacher training
Educación inclusiva
docencia
educación básica
formación de docentes
topic Educação inclusiva
ensino
educação básica
formação de professores
Inclusive education
teaching
basic education
teacher training
Educación inclusiva
docencia
educación básica
formación de docentes
description National policies aimed at valuing diversity in Mexico, place inclusion as one of the priority objectives for the development of appropriate teaching and learning environments at the Basic Education levels. Given the fundamental role of teachers in this context, it is crucial to know their appreciation of inclusive practices. Accordingly, the purpose of this research article is to identify the disposition towards inclusion of a group of graduate student teachers. The methodology employed was quantitative of a descriptive type, in which several instruments that analyze different facets of inclusion in the teaching environment (SACIE-R, TEIP, GEPIA and CEFA) were used. A representative sample of Basic Education teachers participated, master's degree students from two main teacher training institutions in the state of San Luis Potosí, Mexico, chosen through non-probabilistic sampling by accessibility. The main results indicate factors conducive to inclusion, but also the perception of a lack of specific training and support programs; information that impacts on training and institutional support necessary to implement inclusive school intervention in the regular classroom.
publishDate 2024
dc.date.none.fl_str_mv 2024-04-04
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dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/8390
10.1590/SciELOPreprints.8390
url https://preprints.scielo.org/index.php/scielo/preprint/view/8390
identifier_str_mv 10.1590/SciELOPreprints.8390
dc.language.iso.fl_str_mv spa
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dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/8390/15683
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
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