Publication: Acercando la diversidad social al alumnado de educación primaria : estudio sobre una experiencia de formación inclusiva
Authors
Soroa, Miriam ; Karrera, Inaki
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
publication.page.editor
publication.page.department
Description
Abstract
En contextos sociales cada vez más diversos y cambiantes
es importante emplear metodologías docentes útiles para
preparar a los/as futuros/as maestros/as para responder a
los desafíos que plantea la profesión. El presente trabajo
expone una experiencia interdisciplinar de innovación
docente en educación superior fundamentada en el
aprendizaje basado en proyectos (ABP). El objetivo
principal de la investigación consistía en implementar y
evaluar una intervención que dotara al alumnado de
educación especial de conocimientos y habilidades para
atender a la diversidad desde una perspectiva inclusiva. Se
empleó una metodología descriptiva y un diseño de
investigación mixto, combinando técnicas cuantitativas y
cualitativas. Participaron en el estudio sesenta y cuatro
estudiantes, seis profesores/as y doce agentes sociales. Los
datos recogidos mediante cuestionarios y grupos de
discusión indicaron que las partes implicadas estaban
satisfechas con la experiencia y que se alcanzaron todos los
objetivos específicos propuestos. A modo de conclusión,
cabe señalar que la presente investigación ha posibilitado a
los/as futuros/as docentes de educación especial
desenvolverse en contextos reales, adquiriendo
conocimientos, habilidades prácticas y actitudes asociadas
a los estudios universitarios que están cursando. El
profesorado y los agentes sociales expresaron también
haber sido beneficiarios de la estrategia pedagógica. El ABP
ha mostrado ser útil para la preparación profesional de
los/as futuros/as maestros/as en educación especial y
podría ser también de utilidad para la formación en
atención a la diversidad e inclusión de los/as maestros/as
generalistas.
In increasingly diverse and changing social contexts, it is important to employ useful teaching methodologies to prepare future teachers to respond to the challenges posed by the profession. This work presents an interdisciplinary experience of teaching innovation in higher education based on project-based learning (PBL). The main objective of the research was to implement and evaluate an intervention that provide special education pre-service teachers with the knowledge and skills to address diversity from an inclusive perspective. A descriptive methodology and a mixed research design were used, combining quantitative and qualitative techniques. Sixty-four teacher students, six lecturers and twelve social agents participated in the study. The data collected through questionnaires and focus groups indicated that the parties involved were satisfied with the experience and that all the specific objectives proposed were achieved. In conclusion, it should be noted that the present research has enabled pre-service special educators to function in real contexts, acquiring knowledge, practical skills and attitudes associated with their university studies. Lecturers and social agents also gained benefits from the pedagogical strategy. The PBL has shown to be useful for the professional preparation of preservice teachers in special education and it could also be useful for training in attention to diversity and inclusion of general teachers.
In increasingly diverse and changing social contexts, it is important to employ useful teaching methodologies to prepare future teachers to respond to the challenges posed by the profession. This work presents an interdisciplinary experience of teaching innovation in higher education based on project-based learning (PBL). The main objective of the research was to implement and evaluate an intervention that provide special education pre-service teachers with the knowledge and skills to address diversity from an inclusive perspective. A descriptive methodology and a mixed research design were used, combining quantitative and qualitative techniques. Sixty-four teacher students, six lecturers and twelve social agents participated in the study. The data collected through questionnaires and focus groups indicated that the parties involved were satisfied with the experience and that all the specific objectives proposed were achieved. In conclusion, it should be noted that the present research has enabled pre-service special educators to function in real contexts, acquiring knowledge, practical skills and attitudes associated with their university studies. Lecturers and social agents also gained benefits from the pedagogical strategy. The PBL has shown to be useful for the professional preparation of preservice teachers in special education and it could also be useful for training in attention to diversity and inclusion of general teachers.
publication.page.subject
Citation
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. Licencia Creative Commons