ACTITUD DEL DOCENTE DE EDUCACIÓN BÁSICA ANTE LA INCLUSIÓN ESCOLAR EN LA UNIDAD EDUCATIVA MARÍA REINA
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2020-04
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
Actualmente en Ecuador existen docentes que mantienen una actitud negativa ante la inclusión, la experiencia que se sistematizó fue la evaluación de la actitud del docente de educación básica, la pregunta eje fue. ¿Cuál fue la pertinencia de los instrumentos utilizados para identificar la actitud del docente de educación básica ante la inclusión escolar?, el objetivo: Describir la actitud del docente de educación básica ante la inclusión escolar para la optimización del proceso de enseñanza - aprendizaje. La finalidad de la presente sistematización es contribuir a la reflexión teórica sobre la actitud inclusiva de los docentes de educación básica de la escuela María Reina de Mapasingue Oeste. La Metodología usada es la Sistematización de experiencia, con enfoque cualitativo y paradigma constructivista en donde participaron 19 docentes, se utilizó registros de información: entrevista semiestructurada, FODA, grupo focal, talleres, ficha sociodemográfica, pre y post escala de actitudes, Instrumento de detección de necesidades educativas especiales, encuesta e índice de inclusión Bristol, se llegó a la reflexión crítica a partir 3 puntos importantes en la pertinencia de los instrumentos: estandarización, confiabilidad y validez ,concluyendo la importancia de la selección del instrumental de acuerdo a la problemática y en donde se pudo evidenciar las falencias que existen en la producción de conocimientos científicos por lo cual no se forman profesionales destinados a la producción de instrumentos propios a las necesidades del contexto ecuatoriano
Currently in Ecuador there are teachers who maintain a negative attitude towards inclusion, the experience that was systematized was the evaluation of the attitude of the basic education´s teacher, the main question was. What was the relevance of the instruments used to identificate the attitude of the teacher of basic education to school inclusion? The objective: Describe the attitude of the teacher of basic education to school inclusion for the optimization of the process of teaching - learning. The purpose of this systematization is to contribute to the theoretical reflection on the inclusive attitude of the teachers of basic education of the María Reina school in Mapasingue Oeste. The methodology used is the Systematization of experience, qualitative of the constructivist paradigm in which 19 teachers participated, training records were used: semi-structured interview, FODA, focus group, workshops, socio-demographic record, pre and post-scale attitudes , Instrument for the detection of special educational needs, Bristol survey and index of inclusion, the critical reflection of the work carried out was highlighted, where 3 important points were highlighted in the relevance of the instruments: standardization, reliability and validity, where it was possible to demonstrate the shortcomings that exist in the production of scientific knowledge so that no professionals are trained to produce their own instruments to the needs of the Ecuadorian context
Currently in Ecuador there are teachers who maintain a negative attitude towards inclusion, the experience that was systematized was the evaluation of the attitude of the basic education´s teacher, the main question was. What was the relevance of the instruments used to identificate the attitude of the teacher of basic education to school inclusion? The objective: Describe the attitude of the teacher of basic education to school inclusion for the optimization of the process of teaching - learning. The purpose of this systematization is to contribute to the theoretical reflection on the inclusive attitude of the teachers of basic education of the María Reina school in Mapasingue Oeste. The methodology used is the Systematization of experience, qualitative of the constructivist paradigm in which 19 teachers participated, training records were used: semi-structured interview, FODA, focus group, workshops, socio-demographic record, pre and post-scale attitudes , Instrument for the detection of special educational needs, Bristol survey and index of inclusion, the critical reflection of the work carried out was highlighted, where 3 important points were highlighted in the relevance of the instruments: standardization, reliability and validity, where it was possible to demonstrate the shortcomings that exist in the production of scientific knowledge so that no professionals are trained to produce their own instruments to the needs of the Ecuadorian context
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actitud, inclusión, pertinencia, instrumentos