Publication: Actitudes del profesorado de secundaria hacia estudiantes con diagnóstico de trastorno mental en colegios de la provincia de Concepción y Diguillín: Un estudio cualitativo
Loading...
Date
2021
Authors
Cariaga Balboa, Cecilia ; Grandón Fernández, Pamela
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia. Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
http://dx.doi.org/10.6018/rie.428681
item.page.type
info:eu-repo/semantics/annotation
Description
Abstract
Las actitudes del profesorado hacia estudiantes con diagnóstico de trastorno mental (TM) han sido escasamente exploradas en Chile y Latinoamérica, a pesar de su importancia por el impacto que tienen en el proceso de aprendizaje de los alumnos. El presente estudio tuvo por objetivo describir las actitudes del profesorado de secundaria hacia estudiantes que presentan un diagnóstico de trastorno mental. Esta investigación empleó una metodología cualitativa con enfoque fenomenológico. Se utilizó análisis de contenido y temático para analizar los corpus. La muestra se obtuvo por conveniencia y correspondió a 30 profesores de enseñanza secundaria procedentes de colegios de diferente dependencia administrativa (municipal, subvencionado y particular). Se realizaron entrevistas semi estructuradas, por saturación teórica. Los resultados muestran que el profesorado de enseñanza secundaria manifiesta actitudes contradictorias, positivas y negativas, hacia sus estudiantes con trastorno mental. Las actitudes negativas tienen que ver con el temor y peligrosidad mientras que las actitudes positivas están relacionadas con el apoyo y expectativas favorables de éxito. Las actitudes negativas son comparables con las que mantiene la población en general, mientras que las actitudes positivas y las expectativas favorables de éxito hacia sus estudiantes podrían explicarse por el impacto de la educación inclusiva en los colegios y la teoría del contacto. Estos resultados deberían servir para guiar a los establecimientos educacionales en la mejora de las actitudes de los docentes hacia estudiantes con TM.
Teachers’ attitudes towards students with a diagnosis of mental disorder have been scarcely explored in Chile and Latin America despite their importance given the impact they have on the students’ learning process. The present study aimed at describing the attitudes of secondary school teachers towards students who present a diagnosis of mental disorder (TM). This research used a qualitative methodology with a phenomenological focus. Content and thematic analysis was used to analyze the corpus. The sample was obtained for convenience and corresponded to 30 high school teachers from schools of different administrative dependency (local, subsidized and private). Semi-structured interviews were carried out due to theoretical saturation. The results show that secondary school teachers show contradictory attitude towards their students with mental disorder, both positive and negative. Negative attitudes have to do with fear and hazard, while positive attitudes are related to support and favorable expectations of success. Negative attitudes are comparable to those shared by the general population, while positive attitudes and favorable expectations of success towards their students could be explained by the impact of inclusive education in schools and the theory of contact. These results should be used to guide educational institutions in improving teachers’ attitudes towards students with TM.
Teachers’ attitudes towards students with a diagnosis of mental disorder have been scarcely explored in Chile and Latin America despite their importance given the impact they have on the students’ learning process. The present study aimed at describing the attitudes of secondary school teachers towards students who present a diagnosis of mental disorder (TM). This research used a qualitative methodology with a phenomenological focus. Content and thematic analysis was used to analyze the corpus. The sample was obtained for convenience and corresponded to 30 high school teachers from schools of different administrative dependency (local, subsidized and private). Semi-structured interviews were carried out due to theoretical saturation. The results show that secondary school teachers show contradictory attitude towards their students with mental disorder, both positive and negative. Negative attitudes have to do with fear and hazard, while positive attitudes are related to support and favorable expectations of success. Negative attitudes are comparable to those shared by the general population, while positive attitudes and favorable expectations of success towards their students could be explained by the impact of inclusive education in schools and the theory of contact. These results should be used to guide educational institutions in improving teachers’ attitudes towards students with TM.
publication.page.subject
Citation
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. CC BY 4.0