La autoadscripci?n docente como dispositivo de inclusi?n: Un estudio en Docentes de la Ciudad de Cuenca.
- Authors
- Espinoza Garc?a, Ana Cristina
- Format
- MasterThesis
- Status
- publishedVersion
- Description
La investigaci?n pretende determinar el comportamiento diferencial de la percepci?n de autoadscripci?n que tienen los docentes de educaci?n b?sica que laboran en instituciones educativas privadas y fiscales de la ciudad de Cuenca. Te?ricamente se sustent? en el modelo de Booth y Ainscow (2000), por cuanto aborda de una manera profunda el impacto de la educaci?n inclusiva en las aulas de clase. Su metodolog?a fue descriptiva. Cont? con una muestra de 105 docentes, calculadas con un error muestral igual a 8,77 y un nivel de confianza de 95 %. La recolecci?n de los datos se hizo con la escala de autoadscripci?n docente de Castro-Rubilar, Castaneda-D?az, Ossa-Cornejo, Blanco-Hadi, y Castillo-Valenzuela, (2017). Se determin? que el 68.3% de los docentes se reconocen como inclusivos lo cual es una fortaleza para la institucionalizaci?n de ?ste modelo educativo. Se observ? que los docentes que ten?an experiencia con ni?os con discapacidad se percib?an con mayor autoadscripci?n inclusiva. Con base a lo se?alado se propone un taller de seis sesiones para potenciar el crecimiento de la percepci?n de la autoadscripci?n docente inclusiva.
The research aims to determine the differential behavior of the perception of selfenrollment that basic education teachers who work in private and public educational institutions in the city of Cuenca have. Theoretically, it was based on the model of Booth and Ainscow (2000), because it addresses in a profound way the impact of inclusive education in classrooms. Its methodology was descriptive. It had a sample of 105 teachers, calculated with a sampling error equal to 8.77 and a confidence level of 95%. Data collection was done with the Castro-Rubilar, Castaneda-D?az, Ossa-Cornejo, Blanco-Hadi, and Castillo-Valenzuela teacher self-enrollment scale (2017). It was determined that 68.3% of teachers are recognized as inclusive, which is a strength for the institutionalization of this educational model. It was observed that teachers who had experience with children with disabilities perceived themselves to be more inclusive selfenrollment. Based on the above, a six-session workshop is proposed to enhance the growth of the perception of inclusive teacher self-enrollment.
Azogues
- Publication Year
- 2020
- Language
- Topic
- Inclusi?n educativa
Culturas
Pr?cticas
Pol?ticas
Autoadescripci?n
Docente
Actitudes
Valores
Educational inclusion
Cultures
Practices
Policies
- Repository
- Repositorio Universidad Nacional de Educación
- Get full text
- http://repositorio.unae.edu.ec/handle/56000/1635
- Rights
- openAccess
- License