Inclusive Culture and Policies in Chilean Primary and Secondary Education Teachers
| Autor: | Karen Hernández, Laura Marjorie Espinoza-Pastén, Nelly Lagos, Diana Ledezma |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Cultura
Política educativa Educación Culture Social Sciences id.loc.gov/authorities/subjects/sh85133052 [http] educación inclusiva Profesorado Política gubernamental vocabularies.unesco.org/thesaurus/concept264 [http] Acceso a la educación prácticas inclusivas profesorado Pedagogía Personal docente Integración social id.loc.gov/authorities/subjects/sh85104469 [http] Politics Access to education I28 Government policy General Medicine cultura inclusiva Políticas inclusivas Prácticas inclusivas id.loc.gov/authorities/subjects/sh85041161 [http] id.loc.gov/authorities/subjects/sh96009825 [http] id.loc.gov/authorities/subjects/sh85034755 [http] Política Social integration Educación inclusiva Docente Education políticas inclusivas Politics education I21 Analysis of education Educators Inclusive education vocabularies.unesco.org/thesaurus/concept17016 [http] vocabularies.unesco.org/thesaurus/concept15289 [http] Government policy Teaching Right to education Cultura inclusiva Teachers id.loc.gov/authorities/subjects/sh85123964 [http] Derecho a la educación vocabularies.unesco.org/thesaurus/concept8283 [http] Política y educación vocabularies.unesco.org/thesaurus/concept12679 [http] Education - Political aspects |
| Zdroj: | Revista CS, Iss 34 (2021) Repositorio ICESI Universidad ICESI instacron:Universidad ICESI |
| ISSN: | 2665-4814 2011-0324 |
| DOI: | 10.18046/recs.i34.4211 |
| Popis: | espanolLa investigacion descrita en este articulo pretende determinar las acciones que el profesorado declara efectuar, en coherencia con la cultura y politicas educativas inclusivas, considerando que estos dos aspectos deberian permear el quehacer pedagogico en los centros escolares con el fin de garantizar una educacion en equidad para el estudiantado. La metodologia es cuantitativa y considero profesorado chileno desde educacion infantil a educacion secundaria. Para la recogida de datos se utilizo la Guia de Evaluacion de Practicas Inclusivas en el Aula. Se encontraron diferencias significativas en algunas dimensiones de la guia mencionada, segun el centro educativo en que se desempenaban los docentes y el ciclo educativo en el que impartian clases. A partir de los hallazgos es posible profundizar la comprension sobre el modo en que los profesores efectuan acciones pedagogicas congruentes con la cultura y politicas inclusivas vigentes, y como esto permite futuras mejoras educativas respecto de la inclusion. EnglishThe purpose of this research discussed in this paper is to determine the actions that the professors declare to carry out, in coherence with the culture and inclusive educational policies, and considering that these two aspects mentioned should permeate towards the pedagogical work in schools for guaranteeing an education in equity for the students. The methodology is quantitative and considered Chilean teachers from early childhood education to secondary education. For collecting data, the Guia de Evaluacion de Practicas Inclusivas en el Aula was used. Regarding the results, significant differences were found in some dimensions, considering the educational center in which the teachers worked and the educational cycle in which they taught. Based on the findings, it is possible to deepen the understanding of how teachers carry out pedagogical actions consistent with current inclusive culture and policies, and how this allows for future educational improvements regarding inclusion. |
| Databáze: | OpenAIRE |
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