DISPOSITION OF BASIC EDUCATION TEACHERS TOWARDS INCLUSION: THE CASE OF TEACHERS MASTER'S STUDENTS IN MEXICO
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Data de Publicação: | 2024 |
Outros Autores: | , |
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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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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info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
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preprint |
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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 |
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spa |
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https://preprints.scielo.org/index.php/scielo/article/view/8390/15683 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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