Personal teaching competencies for inclusive education: a reflection on what is occurring in Spain

• Autor(a) principal: Sebastián-Heredero, Eladio
• Data de Publicação: 2017
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/27995
• topic: Inclusive education; Teacher competencies; Educational policies; Educación inclusiva; Competencias docentes; Políticas educativas

Since the end of the last century Spain has been developing and implementing its educational inclusion policies. It is now a good time to reflect on the lessons learned about the personal variables that the teacher of inclusive education must have from three perspectives: his initial training, those that require continuing education in service and those that come from his teaching practice. The current teacher needs to have as a professional a set of skills understood as the resources - knowledge, skills and attitudes - that he needs to satisfactorily solve the situations he faces in his work: planning, creating and rebuilding new ways of motivating and teach everyone; share knowledge and work collaboratively; but also be a leader, listen, use Information and Communication Technologies or be a member of a team and community. Cognitive and non-cognitive competencies come into play in this essay.