Inclusive Professional Profile and Diversity: Implicit Theories of Beginning Teachers

Authors

DOI:

https://doi.org/10.4067/S0718-73782022000200071

Keywords:

Inclusion Teacher Training teacher Inclusive education Social justice

Abstract

The article presents the results of a research carried out with beginning primary school teachers in the state of Sinaloa, Mexico. The content of their professional teaching thought was explored to discover the dominant character of their inclusive profile (inhibitor, facilitator and intermediate) as implicit theories on diversity. For this purpose, a qualitative methodological approach was chosen, which consisted of the application of a dilemma questionnaire on the processes of educational inclusion with a sample of 259 participants. The results allowed us to identify the recurrent implicit theories about diversity associated with some of the profiles mentioned here, leaving evidence that there is a predominant positive inclination towards the facilitating profile, and a lower proclivity towards the inhibiting profile. It is a trend, which validates the professional knowledge of the educator about the notion of diversity favoring the Universal Design for Learning (DUA). It generates empirical evidence to give confidence to the instrument used as an identifier of profiles whose use in the plans and study programs of initial teacher training and accompaniment in the initiation to teaching, becomes a necessary condition for teacher training schools or faculties of university education.

Author Biographies

Denisse Núñez-Ayala, Universidad Autónoma de Sinaloa

Maestra y doctora en Educación por la Facultad de Ciencias de la Educación. Actualmente es profesora de la Universidad Pedagógica del Estado de Sinaloa (UPES) adscrita al Posgrado; Coordinadora de los Programas de Posgrado. La investigación se realizó gracias al apoyo de beca otorgada por parte del Consejo Nacional de Ciencia y Tecnología dentro del Programa Nacional de Posgrados de Calidad (PNPC) en la que forma parte la Facultad de Ciencias de la Educación.

Héctor Jacobo-García, Universidad Autónoma de Sinaloa

Es profesor adscrito a la Facultad de Trabajo Social de la Universidad Autónoma de Sinaloa. Actualmente forma parte del Sistema Nacional de Investigadores del Consejo Nacional de Ciencia y Tecnología de México.

Published

2022-11-17

How to Cite

Núñez-Ayala, D., & Jacobo-García, H. (2022). Inclusive Professional Profile and Diversity: Implicit Theories of Beginning Teachers. Revista Latinoamericana De Educación Inclusiva - Latin American Journal of Inclusive Educatio, 16(2), 71–88. https://doi.org/10.4067/S0718-73782022000200071

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