Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as

  1. Lacruz-Pérez, Irene 1
  2. Sanz-Cervera, Pilar 1
  3. Pastor-Cerezuela, Gemma 1
  4. Tárraga-Mínguez, Raúl 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Revista Fuentes

ISSN: 1575-7072,  2172-7775

Año de publicación: 2021

Volumen: 23

Volumen: 1

Páginas: 53-63

Tipo: Artículo

DOI: 10.12795/REVISTAFUENTES.2021.V23.I1.12291 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Fuentes

Objetivos de desarrollo sostenible

Resumen

One of the main resources to promote the inclusion of students with special educational needs in Valencian Community regular schools are the communication and language classrooms. The success of this resource depends, among other aspects, on the knowledge that both regular and special educational teachers have about its functioning. For this reason, the aim of this work is to analyze the knowledge, misconceptions, and gaps about the functioning of these classrooms that early childhood education and primary education pre-service teachers have in their final year at university. Likewise, the results obtained by special educational pre-service teachers are compared to the results obtained by regular pre-service teachers. To do this analysis, a quantitative assessment instrument has been used. Results indicate a lower knowledge of regular pre-service teachers compared to special educational pre-service teachers, which leads to unfavorable implications for educational inclusion. The results suggest the need to offer a broader and more equal training related to special education for all pre-service teachers in order to guarantee inclusive quality practices in schools.

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Fuente de los datos: Dialnet