Challenges for the inclusive teacher’s training: The professional identity and his relation with the critical incidents

Authors

  • Ana María Valdés
  • Carles Moreneo Universitat Autònoma de Barcelona

Keywords:

Inclusive education, Special education needs, Tearecher's professional identity, Critical inicidents, Teacher's training

Abstract

The goals of the study were to identify and understand the main critical incidents experienced by teachers of Basic Education when integrating students with special educational needs in regular classrooms and their resolution strategies, analyzing as well the relation with the teacher’s identity (role, conceptions, strategies and feelings). Supported by the Grounded Theory, there were conducted and analyzed eight semi-structured interviews to four teachers in a school in Santiago, Chile. Among the results, the identification of a list of prototypical incidents and low-efficiency strategies stands out. The discussion suggests a substantial relation between professional identity and the way incidents are addressed, with significant implications for the training of inclusive teachers.

Author Biographies

Ana María Valdés

Máster en Psicología Educacional, Universidad de Barcelona y Psicología educacional por la
Pontificia Universidad Católica de Chile. Co-diseño del sitio web ‘Convivencia Escolar’ de
Educarchile. Co-creación del Plan Integral de Formación y Convivencia ofrecido en el sitio
web. Psicoterapia a niños y adolescentes con diferentes problemáticas y desórdenes, incluidos
ansiedad, depresión, dificultades. Desarrollo de material didáctico para docentes y escuelas.
Apoyo en numerosos proyectos de investigación Valoras UC.

Carles Moreneo, Universitat Autònoma de Barcelona

Doctor en Psicología desde 1985 y profesor titular de Psicología de la Educación en la Universitat Autònoma de Barcelona (España) desde 1987. Es coordinador del equipo de investigación de calidad reconocido SINTE (www.sinte.es), vice-coordinador general del máster Interuniversitario en Psicología de la Educación (MIPE) (http://www.psyed.edu.es/mipe/) y coordinador del programa de doctorado en Psicología de la Educación de la UAB (http://www.uab.cat/servlet/Satellite/postgrado/doctorados/).Sus principales líneas de investigación y publicaciones giran alrededor de las estrategias de enseñanza y aprendizaje, la educación inclusiva, el asesoramiento psicoeducativo, el uso educativo de las TIC y la formación de profesorado a través de incidentes críticos.

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Published

2012-11-01

How to Cite

Valdés, A. M., & Moreneo, C. (2012). Challenges for the inclusive teacher’s training: The professional identity and his relation with the critical incidents. Revista Latinoamericana De Educación Inclusiva, 6(2), 193–208. Retrieved from https://revistainclusiva.ucentral.cl/revistainclusiva/article/view/6_2_010

Issue

Vol. 6 No. 2 (2012): School Coexistence and Learning

Section

Temática Libre

License

Copyright (c) 2012 Revista Latinoamericana de Educación Inclusiva - Latin American Journal of Inclusive Educatio

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