Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia
The main objective of this study is to profile inclusive primary school teachers at educational institutions in the District of Cartagena, Colombia. The sample consists of 91 teachers from six public primary schools. This is a mixed design study supported by both quantitative and qualitative approac...
- Autores:
-
Román-Meléndez, Gabriel
Pérez-Navío, Eufrasio
Medina-Rivilla, Antonio
- Tipo de recurso:
- Fecha de publicación:
- 2021
- Institución:
- Universidad Tecnológica de Bolívar
- Repositorio:
- Repositorio Institucional UTB
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.utb.edu.co:20.500.12585/12316
- Acceso en línea:
- https://hdl.handle.net/20.500.12585/12316
- Palabra clave:
- Competencies
Elementary school
Inclusive education
Profile
Teacher training
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/4.0/
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Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia |
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Perfil del docente inclusivo de básica primaria: Orientado a la transformación del proceso formativo en las instituciones educativas oficiales del distrito de Cartagena-Colombia |
| title |
Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia |
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Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia Competencies Elementary school Inclusive education Profile Teacher training |
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Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia |
| title_full |
Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia |
| title_fullStr |
Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia |
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Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia |
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Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia |
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Román-Meléndez, Gabriel Pérez-Navío, Eufrasio Medina-Rivilla, Antonio |
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Román-Meléndez, Gabriel Pérez-Navío, Eufrasio Medina-Rivilla, Antonio |
| dc.subject.keywords.spa.fl_str_mv |
Competencies Elementary school Inclusive education Profile Teacher training |
| topic |
Competencies Elementary school Inclusive education Profile Teacher training |
| description |
The main objective of this study is to profile inclusive primary school teachers at educational institutions in the District of Cartagena, Colombia. The sample consists of 91 teachers from six public primary schools. This is a mixed design study supported by both quantitative and qualitative approaches. An ad hoc questionnaire is used to survey teachers and an orientation questionnaire guide is used to survey focus groups of teachers and professionals that support students with disabilities or with exceptional talents. The results show that the new profile of inclusive teachers includes training and competency variables and the following disciplinary learning approaches: Pedagogical-didactic, psych-pedagogical, neuro-psych pedagogical, and psychiatry. It is concluded that inclusive teachers transform training processes through knowledge applied to particular situations with their students, which is accompanied by humanistic and coexistence skills. This guarantees the placement of students with and without disabilities in a regular classroom, without inferring their academic performances, and guarantees the generation of social benefits for all students. |
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2021 |
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2021-04 |
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2023-07-21T16:19:43Z |
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2023-07-21T16:19:43Z |
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2023-07 |
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Román-Meléndez, G., Pérez-Navío, E. , Medina-Rivilla, A. Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia [Perfil del docente inclusivo de básica primaria: Orientado a la transformación del proceso formativo en las instituciones educativas oficiales del distrito de Cartagena-Colombia] (2021) Información Tecnológica, 32 (2), pp. 89-108. DOI: 10.4067/S0718-07642021000200089 |
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https://hdl.handle.net/20.500.12585/12316 |
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10.4067/S0718-07642021000200089 |
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Universidad Tecnológica de Bolívar |
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Repositorio Universidad Tecnológica de Bolívar |
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Román-Meléndez, G., Pérez-Navío, E. , Medina-Rivilla, A. Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia [Perfil del docente inclusivo de básica primaria: Orientado a la transformación del proceso formativo en las instituciones educativas oficiales del distrito de Cartagena-Colombia] (2021) Información Tecnológica, 32 (2), pp. 89-108. DOI: 10.4067/S0718-07642021000200089 10.4067/S0718-07642021000200089 Universidad Tecnológica de Bolívar Repositorio Universidad Tecnológica de Bolívar |
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eng |
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Román-Meléndez, Gabriel69c1492c-d139-4d2e-a858-df9be3d9c4e0Pérez-Navío, Eufrasioc4943054-a832-404e-b286-f9e4bcdbb02dMedina-Rivilla, Antonioe1c306df-51f1-4e83-9290-ca50298cdbbb2023-07-21T16:19:43Z2023-07-21T16:19:43Z2021-042023-07Román-Meléndez, G., Pérez-Navío, E. , Medina-Rivilla, A. Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia [Perfil del docente inclusivo de básica primaria: Orientado a la transformación del proceso formativo en las instituciones educativas oficiales del distrito de Cartagena-Colombia] (2021) Información Tecnológica, 32 (2), pp. 89-108. DOI: 10.4067/S0718-07642021000200089https://hdl.handle.net/20.500.12585/1231610.4067/S0718-07642021000200089Universidad Tecnológica de BolívarRepositorio Universidad Tecnológica de BolívarThe main objective of this study is to profile inclusive primary school teachers at educational institutions in the District of Cartagena, Colombia. The sample consists of 91 teachers from six public primary schools. This is a mixed design study supported by both quantitative and qualitative approaches. An ad hoc questionnaire is used to survey teachers and an orientation questionnaire guide is used to survey focus groups of teachers and professionals that support students with disabilities or with exceptional talents. The results show that the new profile of inclusive teachers includes training and competency variables and the following disciplinary learning approaches: Pedagogical-didactic, psych-pedagogical, neuro-psych pedagogical, and psychiatry. It is concluded that inclusive teachers transform training processes through knowledge applied to particular situations with their students, which is accompanied by humanistic and coexistence skills. This guarantees the placement of students with and without disabilities in a regular classroom, without inferring their academic performances, and guarantees the generation of social benefits for all students.El objetivo del presente estudio es definir el perfil del docente inclusivo de básica primaria de instituciones educativas del Distrito de Cartagena, Colombia. Participaron 91 docentes pertenecientes a seis escuelas oficiales. El estudio tiene un diseño mixto soportado por los enfoques cuantitativo y cualitativo. Se aplica un cuestionario ad hoc a docentes y una guía orientadora de preguntas a grupos focales de docentes y profesionales de apoyo especializado en estudiantes con discapacidades o talentos excepcionales. Los resultados muestran que el nuevo perfil del docente inclusivo considera las variables de formación y competencias y los enfoques disciplinares pedagógicos-didácticos, psicopedagógicos, neuro-psicopedagógicos y de la psiquiatría para el aprendizaje. Se concluye que el docente inclusivo transforma el proceso formativo mediante el conocimiento aplicado en situaciones propias, acompañado de habilidades humanísticas y de convivencia. Esto garantiza la ubicación de estudiantes con y sin discapacidad en aulas regulares de clases, sin inferir su rendimiento académico y generando beneficios sociales en la totalidad de los estudiantes.20 páginasPdfapplication/pdfenghttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://purl.org/coar/access_right/c_abf2Información Tecnológica - vol. 32 No. 2 (2021)Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombiaPerfil del docente inclusivo de básica primaria: Orientado a la transformación del proceso formativo en las instituciones educativas oficiales del distrito de Cartagena-Colombiainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/drafthttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_b1a7d7d4d402bccehttp://purl.org/coar/resource_type/c_2df8fbb1CompetenciesElementary schoolInclusive educationProfileTeacher trainingCartagena de IndiasAdderley, R.J., Hope, M.A., Hughes, G.C., Jones, L., Messiou, K., Shaw, P.A. Exploring inclusive practices in primary schools: focusing on children’s voices (2015) European Journal of Special Needs Education, 30 (1), pp. 106-121. Cited 44 times. www.tandf.co.uk/journals/titles/08856257.asp doi: 10.1080/08856257.2014.964580Alegre, O.M., Villar, L.M. The relationship between emotional problems and language development in children and adolescents with hearing loss (2019) REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion, 17 (1), pp. 5-23. Cited 5 times. https://revistas.uam.es/index.php/reice/article/view/10431/10524 doi: 10.15366/reice2019.17.1.001Martino, E.Á., Hernández, M.Á., Pañeda, P.C., Mon, M.Á.C., de Mesa, C.G.G. Teachers’ perception of disruptive behaviour in the classrooms (2016) Psicothema, 28 (2), pp. 174-180. Cited 13 times. http://www.psicothema.com/pdf/4309.pdf doi: 10.7334/psicothema2015.215Álvarez, S., Salazar, O.M., Ovalle, D.A. Agent-based model for cognitive failure detection in collaborative learning environments (2018) Informacion Tecnologica, 29 (5), pp. 289-297. Cited 3 times. https://scielo.conicyt.cl/pdf/infotec/v29n5/0718-0764-infotec-29-05-00289.pdf doi: 10.4067/S0718-07642018000500289Arroyave, M.A., Castillo, L.F., Isaza, G.A. Social interaction analysis in mental pathologies by computational means: Study case asperger and attention deficit disorder (Open Access) (2018) Informacion Tecnologica, 29 (2), pp. 63-72. https://scielo.conicyt.cl/pdf/infotec/v29n2/0718-0764-infotec-29-02-00063.pdf doi: 10.4067/S0718-07642018000200063Navarro, S.B., Zervas, P., Gesa, R.F., Sampson, D.G. Developing teachers' competences for designing inclusive learning experiences (Open Access) (2016) Educational Technology and Society, 19 (1), pp. 17-27. Cited 48 times. http://www.ifets.info/journals/19_1/3.pdfBasantes, A.V., Guerra, F.E., Naranjo, M.E., Ibadango, D.K. 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