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Estado de la investigación sobre las prácticas pedagógicas del personal docente en contextos de educación inclusiva

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Titel: Estado de la investigación sobre las prácticas pedagógicas del personal docente en contextos de educación inclusiva
Autoren: Heriberto Téllez-Ruíz, Rosa Nidia Tuay-Sigua, Víctor Hugo Durán-Camelo
Quelle: Revista Electrónica Educare, Volume: 28, Issue: 3, Pages: 65-88, Published: 16 NOV 2024
Verlagsinformationen: Universidad Nacional de Costa Rica, 2024.
Publikationsjahr: 2024
Schlagwörter: inclusive education, Disabilities, Quality education, equality in education, educação inclusiva, práctica pedagógica, Educación de calidad, Gender equality, educación inclusiva, Igualdad de género, Reducción de las desigualdades, pedagogical practices, prática pedagógica, SDG 5, Deficiência, SDG 4, gender equality, diversidade de género, ODS 10, igualdad en la educación, Reduzir as desigualdades, igualdade de género, igualdade na educação, reduced inequalities, diversidad de género, SDG 10, ODS 5, ODS 4, igualdad de género, Educação de qualidade, Igualdade de género, Discapacidad, gender diversity
Beschreibung: Aim.This article provides a preliminary review of the research background as part of a doctoral thesis formulation process within the framework of the Interinstitutional Doctorate in Education at the Universidad Pedagógica Nacional. The review integrated two key categories of analysis linked to discourses on school inclusion: inclusive education and inclusive pedagogical practices. Data were collected from institutional repositories, databases, and indexers at national and international levels. Methodology. A documentary study was conducted as a background review with a 10-year observation window. The study followed criteria established by the PRISMA protocol for systematic reviews. Using specified categories and inclusion criteria—such as date, language, and context—we screened 950 documents. These were initially classified based on abstract review and subsequently filtered for relevance, yielding a final sample of 72 texts (n = 72) that underwent open coding and comprehensive analysis. Results. The analyzed documents assume the category of inclusive educational practices as part of the discussion on inclusive education. The following trends were identified: a direct relationship between the concepts of inclusion and disability; educational inclusion that mainly includes individuals with disabilities; and the perception and feeling of teachers—above theoretical references—as a criterion for research production on the topic of inquiry.
Publikationsart: Article
Dateibeschreibung: text/html
ISSN: 1409-4258
DOI: 10.15359/ree.28-3.18628
Zugangs-URL: http://www.scielo.sa.cr/scielo.php?script=sci_arttext&pid=S1409-42582024000300065&lng=en&tlng=en
Rights: CC BY NC ND
Dokumentencode: edsair.doi.dedup.....4d6c819fcfe1d8ed3881bee7f23d2bb2
Datenbank: OpenAIRE
Beschreibung
Abstract:Aim.This article provides a preliminary review of the research background as part of a doctoral thesis formulation process within the framework of the Interinstitutional Doctorate in Education at the Universidad Pedagógica Nacional. The review integrated two key categories of analysis linked to discourses on school inclusion: inclusive education and inclusive pedagogical practices. Data were collected from institutional repositories, databases, and indexers at national and international levels. Methodology. A documentary study was conducted as a background review with a 10-year observation window. The study followed criteria established by the PRISMA protocol for systematic reviews. Using specified categories and inclusion criteria—such as date, language, and context—we screened 950 documents. These were initially classified based on abstract review and subsequently filtered for relevance, yielding a final sample of 72 texts (n = 72) that underwent open coding and comprehensive analysis. Results. The analyzed documents assume the category of inclusive educational practices as part of the discussion on inclusive education. The following trends were identified: a direct relationship between the concepts of inclusion and disability; educational inclusion that mainly includes individuals with disabilities; and the perception and feeling of teachers—above theoretical references—as a criterion for research production on the topic of inquiry.
ISSN:14094258
DOI:10.15359/ree.28-3.18628