Cómo citar
Resumen
Este artículo tiene como propósito explorar las prácticas de veinticinco docentes de Educación Primaria que desarrollan una pedagogía inclusiva. En concreto, tratamos de responder a tres preguntas de investigación: 1) ¿Cuáles son los elementos didáctico-organizativos y las estrategias metodológicas y afectivas que pone en práctica un docente inclusivo? 2) ¿Cuáles son los roles del profesorado y del alumnado? 3) ¿Cuáles son los sistemas de evaluación y autoevaluación que emplea? La metodología ha sido cualitativa, con un diseño multicaso. La información ha sido recogida mediante una entrevista semi-estructurada y analizada con un sistema de categorías y códigos inductivo. Los resultados están organizados en tres temas: estrategias metodológicas y afectivas y otros elementos didácticos-organizativos; roles del profesorado y de los estudiantes; evaluación y autoevaluación. Entre los principales hallazgos cabe resaltar que los participantes emplean estrategias metodológicas variadas, activas y afectivas, el docente desempeña el rol de acompañante y el alumnado de protagonista, y realizan evaluación y autoevaluación auténticas. Las conclusiones dejan ver que estas acciones son oportunidades para continuar investigando sobre otras que den sentido a los procesos educativos.
Citas
Arnaiz, P., De Haro, R. y Guirao, J.M. (2015). La evaluación en Educación primaria como punto de partida para el desarrollo de planes de mejora inclusivos en la Región de Murcia, Revista electrónica interuniversitaria de formación del profesorado, 18 (1), 103-122. doi:10.6018/reifop.18.1.214351.
Ainscow, M. y Messiou, K. (2018). Engaging with the views of students to promote inclusion in Education. Journal of Educational Change, 19, 1-17. doi: 10.1007/s10833-017-9312-1.
Billig, S. H. (2017). Implementing Service-Learning in Elementary Schools to Enhance Inclusion. In S. Lavery, D. Chambers y G. Cain (Ed.), Service-Learning, International Perspectives on Inclusive Education. Australia: Emerald Publishing Limited, (pp. 75-94).
Bourke, R. (2016). Liberating the learner through self-assessment. Cambridge Journal of Education, 46(1), 97-111. doi: 10.1080/0305764X.2015.1015963.
Bjørnsrud, H. y Nilsen, S. (2019). Joint reflection on action- a prerequisite for inclusive education? A qualitative study in one local primary/lower secondary school in Norway. International Journal of Inclusive Education, 23(2),158-173. doi:10.1080/13603116.2018.1427153.
Block, K., Suzanne Cross, S., Riggs, E. y Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students, International Journal of Inclusive Education, 18(12), 1337-1355. doi: 10.1080/13603116.2014.899636.
Brien, M., Blue, L. y Rowlands, D. (2017). My best possible learning self: Primary school children’s perspectives on happiness and success in the classroom. International Journal Of Pedagogies and Learning, 12(1), 1-16. Recuperado de https://eprints.qut.edu.au/115899.
Budiyanto, Sheehy, K., Kaye, H. y Rofiah, K. (2018). Developing Signalong Indonesia: issues of happiness and pedagogy, training and stigmatisation. International Journal of Inclusive Education, 22(5), 543-559. doi:10.1080/13603116.2017.1390000.
Calderón Almendros, I., Calderón Almendros, J.M. y Rascón Gómez, M. T. (2016). De la identidad del ser a la pedagogía de la diferencia, Teoría de la Educación. Revista Interuniversitaria, 28(1). doi: 10.14201/teoredu20162814560.
Chan, C. y Lo, M. (2017). Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms, International Journal of Inclusive Education, 21(7), 714-729. doi: 10.1080/13603116.2016.1252798.
Cohen, L., Manion, L. y Morrison, K. (2000). Research methods in education. London, UK: Routledge/Falmer.
Dyson, L. (2014). Teachers' Perspectives and Experiences of the Contexts of Social Inclusion within Elementary School. Journal of the International Association of Special Education, 15(2), 108-117. Recuperado de https://eric.ed.gov/?id=EJ1058320
Echeita Sarrionandia, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula abierta, 46, 17-24. doi:10.17811/rifie.46.
Elder, B.C., Damiani, M.L. y Oswago, B.O. (2016). From attitudes to practice: utilising inclusive teaching strategies in Kenyan primary schools, International Journal of Inclusive Education, 20(4), 413-434.doi: 10.1080/13603116.2015.1082648.
Flecha, R. y Soler, M. (2013). Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning, Cambridge Journal of Education, 43(4), 451-465. doi: 10.1080/0305764X.2013.819068.
Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286-294. doi:10.1080/08856257.2014.933551.
Florian, L. y Beaton, M. (2018). Inclusive pedagogy in action: getting it right for every child. International Journal of Inclusive Education, 22(8), 870-884. doi: 10.1080/13603116.2017.1412513.
Gavish, B. (2017). The Implementation of School Inclusion Practices for Students with Special Needs in Israel: Teachers’ Perceptions. International Journal of Disability, Development and Education, 64(5), 544-560. doi:10.1080/1034912X.2017.1310372.
Gómez Domingo, M. y Badia Garganté, A. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile techology learning impacts and applications’ use in the classroom. Computers in Human Behavior, 56, 21-28. doi: 10.1016/j.chb.2015.11.023.
Gómez-Zepeda, G., Petrenas, C., Sabando, D. y Puigdellívol, I. (2017). The role of the support and attention to diversity teacher (SADT) from a community-based perspective: promoting educational success and educational inclusion for all. Teaching and Teacher Education, 64, 127-138. doi: 10.1016/j.tate.2017.02.002.
Jay, J, A. y Knaus, M. (2018). Embedding Play-Based Learning into Junior Primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112-126. Recuperado de https://ro.ecu.edu.au/ajte/vol43/iss1/7/.
Juma, S., Lehtomäki, E. y Naukkarinen, A. (2017). Scaffolding teachers to foster inclusive pedagogy and presence through collaborative action research, Educational Action Research, 25(5), 720-736. doi: 10.1080/09650792.2016.1266957.
Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206-217. doi: 10.1080/15017419.2016.1224778.
Klibthong, S. y Agbenyega, J. S. (2018). Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework. Australian Journal of Teacher Education, 43(3). Recuperado de https://ro.ecu.edu.au/ajte/vol43/iss3/7/
Loizou-Raouna, M. y Lee, K. (2018). A flipped classroom model for inquiry-based learning in cyprus primary education context. In M. Bajié, N. B. Dohn, M. de Laat, P. Jandrié, y T. Ryberg (Eds.), Proceedings of the 11th International Conference on Networked Learning 2018 (pp. 210-217). Lancaster University: Cyprus Ministry of Education and Culture.
Majoko, T. (2019). Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers. SAGE Open. doi:10.1177/2158244018823455.
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., … Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61. doi:10.1080/09243453.2014.966726.
Meyer, Rose, D. H. y Gordon, D. (2014). Universal Design for Learning: Theory and practice. Wakefield, MA: Center for Applied Special Tecnology, CAST.
Miles, M. y Huberman, A. (1994). Qualitative data analysims. Thousand Oaks, CA: Sage Publications.
Moliner García, O., Moliner Miravet, L. y Sanahuja Ribés, A. (2018). Percepciones sobre el concepto y la gestión de la diversidad en un centro en proceso de democratización escolar. Revista de Investigación Educativa, 36 (2), 455-469. doi:10.6018/rie.36.2.293191.
Nind, M. y Lewthwaite, S. (2018). Hard to teach: inclusive pedagogy in social science research methods education, International Journal of Inclusive Education, 22 (1), 74-88. doi: 10.1080/13603116.2017.1355413.
Petrie, K., Devcich, J. y Fitzgerald, H. (2018). Working towards inclusive physical education in a primary school: ‘some days I just don’t get it right’, Physical Education and Sport Pedagogy, 23(4), 345-357. doi:10.1080/17408989.2018.1441391.
Rouse, M. (2009). Developing inclusive practice: A role for teachers and teacher education. Education in the North, 16, 6-13. Recuperado de https://www.abdn.ac.uk/eitn/journal/46.
Sagner-Tapia, J. (2018). An analysis of alterity in teachers’ inclusive pedagogical practices, International Journal of Inclusive Education, 22(4), 375-390. doi: 10.1080/13603116.2017.1370735.
Sandoval Mena, M., Simón Rueda, C. y Echeita Sarrionandia, G. (2018). A critical review of education support practices in Spain, European Journal of Special Needs Education. doi: 10.1080/08856257.2018.1533094.
Sheehy, K. y Budiyanto. (2015). The Pedagogic Beliefs of Indonesian Teachers in Inclusive Schools. International Journal of Disability, Development and Education, 62(5), 469-485. doi:10.1080/1034912X.2015.1061109.
Souto-Manning, M. (2017). Generative text sets: Tools for negotiating critically inclusive early childhood teacher Education pedagogical practices. Journal of Early Childhood Teacher Education, 38(1), 79-101. doi: 10.1080/10901027.2016.1165760.
Spratt, J. y Florian, L. (2015). Inclusive Pedagogy: From learning to action. Supporting each individual in the context of ‘everybody’. Teacher and Teaching Education, 49, 89-96. doi: 10.1016/j.tate.2015.03.006.
Stake, R. (2006). Multiple Case Study Analysis. New York: The Guilford
Susinos, T. y Parrilla, A. (2013). Investigación Inclusiva en Tiempos Difíciles. Certezas Provisionales y Debates Pendientes, REICE, 11 (2), 88-98. Recuperado de https://revistas.uam.es/index.php/reice/article/view/2898/3114.
Tonucci, F. (2017). A modo de introducción…La diversidad como valor en una escuela. Aula Abierta, 46, 9-12. doi: 10.17811/rifie.46.
Vigo, B. y Soriano, J. (2015). Family Involvement in Creative Teaching Practices for all in Small Rural Schools, Ethnography and Education, 10 (3), 325-339. doi: 10.1080/17457823.2015.1050044.
Westbook, J. y Croft, A. (2015). Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania. Teaching and Teacher Education, 51, 38-46. doi: 10.1016/j.tate.2015.05.0037.
Woodcock, S. y Hardy, I. (2017). Probing and problematizing teacher professional development for inclusion. International Journal of Educational Research, 83, 43-54. doi: 10.1016/j.ijer.2017.02.008.
Yin, H., Huang, S. y Chi Kin Lee, J. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary school. Teaching and Teacher Education, 66, 127-136. doi: 10.1016/j.tate.2017.04.006.