Participatory Methodologies in Teacher Training: Analysis of Active and Collaborative Teaching Strategies

Abstract

The study is based on the need to promote participatory methodologies in teacher training, involving the student in the construction of their own training through the use of inclusive educational strategies. Its objective is to develop participatory methodologies in teacher training, based on inclusive didactic strategies and the principles of Universal Design for Learning (UDL). We use a qualitative methodology; the instruments developed are Guide for Discussion Groups on inclusive educational strategies based on the principles and guidelines of the UDL and File for a training session on UDL principles and guidelines. Data collection was carried out through 20 Discussion Groups in which participated 73 students enrolled in the 4th year of the Primary Education degree in the Special Education Mention. The results are presented in quantitative and qualitative data, obtained in the three major dimensions of the UDL in each of the strategies studied. The conclusions reveal that participatory methodologies are developed through didactic strategies, being the management of abilities and skills unequal, promoting the creation of self-knowledge, activating reflective learning and the management of different didactic strategies, which favor reflective-critical thinking, participation and shared knowledge