Educación inclusiva en la formación del profesorado de educación secundariaLos programas españoles

  1. García-García, Fran J. 1
  2. López-Torrijo, Manuel 1
  3. Santana-Hernández, Rafael 2
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad de Las Palmas de Gran Canaria (ULPGC)
Revista:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1989-6395,  1138-414X

Año de publicación: 2020

Título del ejemplar: Enseñanza Superior Contemporánea

Volumen: 24

Número: 2

Páginas: 270-293

Tipo: Artículo

DOI: 10.30827/PROFESORADO.V24I2.14085 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Profesorado: Revista de curriculum y formación del profesorado

Objetivos de desarrollo sostenible

Resumen

Secondary education has been identified as a barrier to achieve the real and effective inclusion of all students. Teacher education is crucial for achievinginclusive education. Therefore, our study analyzes training programs in Spain (64 masters). According to the statistical differences, it has been possible to answer three research questions. In response to the first one, the sector (public or private) of the offer does not influence the training on inclusive education that future teachers receive. Regarding the second question, a significant influence has been found on the offer due to the presence of the educational guidance pathway, which not all programs include. Finally, the contents codified on inclusive education based on the academic guides or projects have been consistent in contrast with the requirement of the competences on inclusion. The supra and international nature of the training gaps in the case of secondary education teachers is one of the main topics of discussion throughout the text. Ithas been also discussed the briefness of the programs, how the educational guidance pathway has influenced the programs in Spain, the relevance of inclusion in secondary education,and the practical and curricular implications of the study.

Referencias bibliográficas

  • Ainscow, M. & Messiou, K. (2017). Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 4, 1-17. doi:10.1007/s10833-017-9312-1
  • Azorín Abellán, C. M., Arnaiz Sánchez, P., & Maquilón Sánchez, J. J. (2017). Revisión de instrumentos sobre atención a la diversidad para una educación inclusiva de calidad. Revista Mexicana de Investigación Educativa, 22(75). Recuperado de http://www.redalyc.org/jatsRepo/140/14054387002/html/index.html
  • Booth, T. & Ainscow, M. (2002). Index for Inclusion. Developing learning and participation in schools. Bristol: Center for Studies on Inclusive Education.
  • Carpenter, C. & Cai, S. (2011). Effect of clinic experience on pre-service professionals perceptions of applied special needs services. Efeitos da experiência clínica na percepção de profissionais do pré-atendimento na utilização de serviços especiais. Revista Brasileira de Cineantropometria & Desempenho Humano, 13(2), 145-149. doi:10.5007/1980-0037.2011v13n2p145
  • Clark, S. (2016). An exploratory study examining the influence of the number of reading methods courses on pre-service and in-service teacher perceptions of ability to teach reading. Asia-Pacific Journal of Teacher Education, 44(2), 125-141. doi:10.1080/1359866X.2015.1066492
  • Comisión Europea. (2016). Competence frameworks: the European approach to teach and learn 21st century skills. Recuperado de: https://ec.europa.eu/jrc/en/news/competence-frameworks-european-approach-teach-and-learn-21st-century-skills
  • Darling-Hammond, L. & Bransford, J. (Eds.) (2005). Preparing Teachers for a Changing World: What Teacher Should Learn and Be Able to Do. New Jersey, NJ: Jossey Bass.
  • De Vroey A., Struyf , E., & Katja Petry K. (2016). Secondary schools included: a literature review. International Journal of Inclusive Education, 20(2), 109-135. doi:10.1080/13603116.2015.1075609
  • Díaz Gandasegui, V. & Caballero Méndez, F. (2014a). Los recursos educativos que los profesores de Secundaria estiman necesarios para desarrollar procesos educativos inclusivos. Revista Española de Discapacidad, 2(1), 97-113. doi:10.5569/2340-5104.02.01.05
  • Díaz Gandasegui, V. & Caballero Méndez, F. (2014b). Necesidades Formativas del Profesorado de Secundaria en la Docencia a Alumnos con Discapacidad. International Journal of Sociology of Education, 3(3), 192-217. doi:10.4471/rise.2014.14
  • Eadsne. (2018). Country data and background information. Recuperado de https://www.european-agency.org/data/country-data-and-background-information
  • Florian, L. & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594-601. doi:10.1016/j.tate.2009.02.003
  • Forlin C., Kawai, N., & Higuchi S. (2015). Educational reform in Japan towards inclusion: are we training teachers for success? International Journal of Inclusive Education, 19(3), 314-331 doi:10.1080/13603116.2014.930519
  • Forlin, C., Garcia Cedillo, I., Romero-Contreras, S., Fletcher, T., & Rodriguez Hernandez, H. J. (2010). Inclusion in Mexico: Ensuring supportive attitudes by newly graduated teachers. International Journal of Inclusive Education, 14(7), 723-39. doi:10.1080/13603111003778569
  • González, M. (2009). Una nueva oportunidad para la formación inicial del profesorado de Educación Secundaria. Revista de Educación, 350, 57-78.
  • Guilbert, D., Lane, R., & Van Bergen, P. (2016). Understanding student engagement with research: a study of pre-service teachers' research perceptions, research experience, and motivation. Asian-Pacific Journal of Teacher Education, 44(2), 172-187. doi:10.1080/1359866X.2015.1070118
  • Mora, A. J. (2010). Determinantes del abandono escolar en Cataluña: más allá del nivel socioeconómico de las familias. Revista de educación, número extraordinario 2010, 171-190.
  • Naciones Unidas. (2015). The Millennium Development Goals. Report 2015. Recuperado de http://www.un.org/millenniumgoals/reports.shtml
  • Nash, T. & Norwich, B. (2010). The initial training of teachers to teach children with special educational needs: A national survey of English Post Graduate Certificate of Education programs. Teaching and Teacher Education, 26(7), 1471-1480. doi:10.1016/j.tate.2010.06.005
  • OECD. (2007). OECD Review of the Quality and Equity of Education Outcomes in Scotland. Recuperado de https://www.oecd.org/edu/school/39744132.pdf.
  • OECD. (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning. Recuperado de: http://dx.doi.org/10.1787/9789264196261-en
  • Opertti, R. & Brady, J. (2011). Developing inclusive teachers from an inclusive curricular perspective. PROSPECTS, 41(3), 459-72. doi:10.1007/s11125-011-9205-7
  • Rojas Pernia, S. & Olmos Rueda, P. (2016). Los centros de educación especial como centros de recursos en el marco de una escuela inclusiva. Reseña para un debate. Profesorado. Revista de Currículum y Formación del Profesorado, 20(1), 323-339.
  • Round, P., Subban, P. K., & Sharma, U. (2016). 'I don't have time to be this busy.' Exploring the concerns of secondary school teachers towards inclusive education. International Journal of Inclusive Education 22(2), 185-198. doi:10.1080/13603116.2015.1079271
  • Sánchez Palomino, A. (1997). Formación inicial del profesorado de educación secundaria y atención a los alumnos con necesidades educativas especiales. Revista Interuniversitaria de Formación del Profesorado, 11(1), 67-81.
  • Sánchez Palomino, A. (2007). Investigación sobre la formación inicial del profesorado de educación secundaria para la atención educativa a los estudiantes con necesidades especiales. Revista Interuniversitaria de Formación del Profesorado, 21(2/3), 149-181.
  • Santana, R., Marchena, R., Martín, J. & Alemán J. (2018, en prensa). Abandono escolar y formación docente en Educación Secundaria. Aula Abierta.
  • Simón Rueda, C., Echeita, G., & Sandoval Mena, M. (2018, en prensa). Incorporating students' voices in the 'Lesson Study' as a teacher-training and improvement strategy for inclusion / La incorporación de la voz del alumnado a la 'Lesson Study' como estrategia de formación docente y mejora para la inclusión. Cultura y Educación, 30. doi:10.1080/11356405.2017.1416741
  • Umesh, S. & Nuttal, A. (2016). The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion. Asian-Pacific Journal of Teacher Education, 44(2), 142-155. doi:10.1080/1359866X.2015.1081672
  • Vieira, F. B. A. & Martins, L. A. R. (2013). Formação e criatividade: elementos implicados na construção de uma escola inclusiva. Revista Brasileira de Educação Especial, 19(2), 225-242. doi:10.1590/S1413-65382013000200007
Fuente de los datos: Dialnet