Explore the Conceptions of Teachers regarding Inclusive Education Process for Improving Institutional

Authors

  • Javier Espinosa Dávila Universidad Católica de Temuco
  • Vanessa Valdebenito Zambrano Universidad Católica de Temuco

DOI:

https://doi.org/10.4067/S0718-73782016000100010

Keywords:

Implicit conceptions, Inclusive education, Diversity attention, Teaching practice

Abstract

This paper aims to meet the teachers’ conceptions related to inclusive education in order to make an improvement proposal through pedagogical practices that strictly respond to diversity on an educational center from the IX region. The is a qualitative research with a phenomenological design that includes a sample of 22 teachers who had to answer a dilemma questionnaire and a semi-structured interview to a sub-sample by classifying their answers according to three typology of beliefs, labeled: segregator, integrator and inclusive. The results indicate high preference for inclusive theories, although their practices are closer to the segregator and integrator assumptions. For this reason, an improvement proposal is presented in relation to designing and managing instances of communication and participation, as well as pedagogical reflections for the analysis of conceptions and the improvement of collaborative work as a strategy to facilitate the inclusive education process.

Author Biographies

Javier Espinosa Dávila, Universidad Católica de Temuco

Magíster en Gestión Escolar por la Universidad Católica de Temuco. Fonoaudiólogo de la Universidad de Talca y colaborador en investigaciones de grado de Magíster en Gestión Escolar de la Universidad Católica de Temuco. Profesional con experiencia en la coordinación de Programas de Integración Escolar (PIE) y brindando apoyo a estudiantes con Necesidades Educativas Especiales de carácter Transitorio y Permanente en la comuna de Los Sauces, Región e la Araucanía.

Vanessa Valdebenito Zambrano, Universidad Católica de Temuco

Doctora en Psicología. Profesora de la Facultad de Educación, Universidad Católica de Temuco (UCT) y miembro del Grupo de Investigación sobre Aprendizaje entre Iguales (GRAI), Universitat Autònoma de Barcelona, Cataluña. Investigadora responsable del FONDECYT 11130216 "Impacto del aprendizaje entre iguales en la construcción de la comprensión lectora y dominio lector en alumnos/as pertenecientes a contextos escolares vulnerables de la IX región" e Investigadora alterna proyecto FONDECYT N° 1151233 "La historia escolar en contextos interétnicos e interculturales: un estudio desde el sistema escolar en contexto Mapuche/no Mapuche".

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Published

2016-05-15

How to Cite

Espinosa Dávila, J., & Valdebenito Zambrano, V. (2016). Explore the Conceptions of Teachers regarding Inclusive Education Process for Improving Institutional. Revista Latinoamericana De Educación Inclusiva, 10(1), 195–213. https://doi.org/10.4067/S0718-73782016000100010

Issue

Vol. 10 No. 1 (2016): School, Family and Community: A Necessary Alliance for Inclusive Education

Section

Temática Libre

License

Copyright (c) 2016 Revista Latinoamericana de Educación Inclusiva

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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