Sentires, logros, dificultades y retos en las prácticas docentes del programa de inclusión en el Colegio Juana Escobar
This research project framed in the professional practice teaching macro project and following the line of investigation “Educational, pedagogic and didactic knowledge” was born in our experience as teachers we have had with the inclusion program five years ago, and it is directed to analyse the...
| Autor Principal: | Serrano Trujillo, Inés Leonor |
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| Otros Autores: | Noé Peña, Claudio |
| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Universidad de La Salle. Facultad de Ciencias de la educación. Maestría en Docencia (incluye Maestría en Docencia - CESMAG).
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10185/18938 |
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| Sumario: |
This research project framed in the professional practice teaching macro project and
following the line of investigation “Educational, pedagogic and didactic knowledge” was
born in our experience as teachers we have had with the inclusion program five years ago,
and it is directed to analyse the feelings, achievements, difficulties and challenges implied in
teaching practices of those participants in the processes of inclusion of students with diverse
capacities in the IED Juana Escobar.
The inquiry was made possible by the narrative method, because our interest is to
describe a social reality through the stories of the participants, as well as research and get a
deep view of the feelings, achievements, difficulties and challenges of the participants during
daily routines. From these stories, we got their constitutive elements to infer the feelings.
Then, we extracted the most meaningful fragments of stories and arranged those in a complex
narrative sequence in order to see achievements, difficulties and challenges and specify the
most relevant opposition links through matrixes. We closed this inquiry with a triangulation
between stories, inclusion theories and our experiences in such matter
We found the confrontation between acceptance and rejection of included students,
ingenuity and persistence of teachers dealing with low human and material resources and
the external support provided to students vs. the suffered abandonment by the last ones.
Keywords: Professional practice, Teacher, Education, Inclusion. |
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