Reflections on Educational Inclusion: A Challenge in the Initial Training of Natural Science Teachers
Educational inclusion entails a process that enables all people, regardless of their differences, to access a quality education that guarantees their personal and academic development, as well as their participation in society. One of the most significant challenges of this policy is to have qualifi...
محفوظ في:
| المؤلفون الرئيسيون: | , |
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| التنسيق: | Online |
| اللغة: | الإسبانية |
| منشور في: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2024
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3024 |
| الوسوم: |
لا توجد وسوم, كن أول من يضع وسما على هذه التسجيلة!
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| الملخص: | Educational inclusion entails a process that enables all people, regardless of their differences, to access a quality education that guarantees their personal and academic development, as well as their participation in society. One of the most significant challenges of this policy is to have qualified teachers who adapt their teaching strategies to the individual needs of students in order to create inclusive and respectful learning environments. This article seeks to present the current state of the initial training of natural science teachers to address educational inclusion. To this end, an interpretative study was conducted, considering three sources of information: the curricula of selected undergraduate programs, empirical research reports on the subject, and insights from science teachers in practice who are involved in inclusion processes within schools in Bogotá. Among the study's findings, it was discovered that issues of inclusion are beginning to occupy a prominent place in reflections within the contexts of initial teacher training. However, in the field of science education, a greater adoption of these concepts is necessary to establish more inclusive communities where all individuals have equal opportunities to engage in the construction of school scientific knowledge. This research is carried out within the framework of a postdoctoral stay in education at the Universidad Pedagógica Nacional. |
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