Estrategias educativas inclusivas y su relación con la autoeficacia de docentes en formación
The objective of the article was to analyze the relationship between inclusive educational strategies and the self-efficacy of teachers in the formation of normal schools, as well as make a comparison between normal urban and rural schools. The approach used was quantitative with a comparative corre...
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| Autores principales: | , , , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad de Costa Rica
2020
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| Materias: | |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/40060 |
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| Sumario: | The objective of the article was to analyze the relationship between inclusive educational strategies and the self-efficacy of teachers in the formation of normal schools, as well as make a comparison between normal urban and rural schools. The approach used was quantitative with a comparative correlational scope, 166 students of Bachelor of Primary Education from two Normal Schools of South Sonora, Mexico participated in 2018. Two instruments were applied: Strategies to strengthen learning: Questionnaire for the teacher, Mitchell and the Self-efficacy Scale to Implement Inclusive Practices of Sharma, Loreman and Forlin. The results showed that self-efficacy presents a significant relationship with the inclusive strategies of teachers in training. It was found that urban normal school students have greater inclusive educational strategies than rural normal school students. The need for training and education in inclusive education was highlighted, as well as greater material and personal resources to work with students with special educational needs. It is important that, during teacher training, in urban and rural normal schools, teachers are given training in preparation, tools, knowledge, as well as motivation and appropriate practice spaces to undertake their rightful role in an inclusive context |
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