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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| Formato: | Online |
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Universidad de Costa Rica
2020
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/40060 |
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| author | Murillo Parra, Luisa Dolores Ramos Estrada, Dora Yolanda García Cedillo, Ismael Sotelo Castillo, Mirsha Alicia |
| author_facet | Murillo Parra, Luisa Dolores Ramos Estrada, Dora Yolanda García Cedillo, Ismael Sotelo Castillo, Mirsha Alicia |
| author_sort | Murillo Parra, Luisa Dolores |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | 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 |
| format | Online |
| id | INIE-RAIE-article-40060 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-400602021-07-09T19:34:08Z Inclusive educational strategies and their relationship with the self-employment of teachers in training Estrategias educativas inclusivas y su relación con la autoeficacia de docentes en formación Murillo Parra, Luisa Dolores Ramos Estrada, Dora Yolanda García Cedillo, Ismael Sotelo Castillo, Mirsha Alicia inclusive education educational strategies self-efficacy teacher training educación inclusiva estrategias educativas autoeficacia formación docente 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 El objetivo del artículo fue analizar la relación entre las estrategias educativas inclusivas y la autoeficacia de docentes en formación de escuelas normales, así como realizar una comparación entre escuela normal urbana y escuela rural. El enfoque utilizado fue cuantitativo con un alcance correlacional comparativo. Participaron 166 docentes en formación de Licenciatura en Educación Primaria de dos Escuelas Normales del Sur de Sonora, México, en 2018. Se aplicaron dos instrumentos: Estrategias para fortalecer el aprendizaje: Cuestionario para el profesor, de Mitchell, y la Escala de Autoeficacia para Implementar Prácticas Inclusivas de Sharma, Loreman y Forlin. Los resultados mostraron que la autoeficacia presenta relación significativa con las estrategias inclusivas de las personas docentes en formación. Se encontró que el estudiantado de escuela normal urbana presenta mayores estrategias educativas inclusivas que el de la escuela normal rural. Se destacó la necesidad de formación y capacitación en educación inclusiva, así como mayores recursos materiales y personales para trabajar con estudiantes con necesidades educativas especiales. Es importante que, durante la formación docente, en las escuelas normales urbanas y rurales, se dote a las personas docentes en formación de preparación, herramientas, conocimientos, así como motivación y espacios de práctica adecuados para poder emprender el rol que les corresponde en un contexto inclusivo. Universidad de Costa Rica 2020-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article application/pdf https://revistas.ucr.ac.cr/index.php/aie/article/view/40060 10.15517/aie.v20i1.40060 Actualidades Investigativas en Educación; Vol. 20 No. 1: (January - April) (2020); 25 Actualidades Investigativas en Educación; Vol. 20 Núm. 1: (Enero - Abril) (2020); 25 Actualidades Investigativas en Educación; v. 20 n. 1: (Enero - Abril) (2020); 25 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/40060/40671 Derechos de autor 2019 Actualidades Investigativas en Educación |
| spellingShingle | inclusive education educational strategies self-efficacy teacher training educación inclusiva estrategias educativas autoeficacia formación docente Murillo Parra, Luisa Dolores Ramos Estrada, Dora Yolanda García Cedillo, Ismael Sotelo Castillo, Mirsha Alicia Estrategias educativas inclusivas y su relación con la autoeficacia de docentes en formación |
| title | Estrategias educativas inclusivas y su relación con la autoeficacia de docentes en formación |
| title_alt | Inclusive educational strategies and their relationship with the self-employment of teachers in training |
| title_full | Estrategias educativas inclusivas y su relación con la autoeficacia de docentes en formación |
| title_fullStr | Estrategias educativas inclusivas y su relación con la autoeficacia de docentes en formación |
| title_full_unstemmed | Estrategias educativas inclusivas y su relación con la autoeficacia de docentes en formación |
| title_short | Estrategias educativas inclusivas y su relación con la autoeficacia de docentes en formación |
| title_sort | estrategias educativas inclusivas y su relacion con la autoeficacia de docentes en formacion |
| topic | inclusive education educational strategies self-efficacy teacher training educación inclusiva estrategias educativas autoeficacia formación docente |
| topic_facet | inclusive education educational strategies self-efficacy teacher training educación inclusiva estrategias educativas autoeficacia formación docente |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/40060 |
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