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...
Збережено в:
| Автори: | , |
|---|---|
| Формат: | Online |
| Мова: | Іспанська |
| Опубліковано: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2024
|
| Предмети: | |
| Онлайн доступ: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3024 |
| Теги: |
Немає тегів, Будьте першим, хто поставить тег для цього запису!
|
| _version_ | 1858041898707451904 |
|---|---|
| author | Castro-Castillo, Diana Carolina Tuay Sigua, Rosa Nidia |
| author_browse | Castro-Castillo, Diana Carolina Tuay Sigua, Rosa Nidia |
| author_facet | Castro-Castillo, Diana Carolina Tuay Sigua, Rosa Nidia |
| author_sort | Castro-Castillo, Diana Carolina |
| collection | OJS- Educación y Ciudad |
| description | 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. |
| first_indexed | 2026-02-24T16:00:37Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3024 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:37Z |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-30242024-06-28T12:24:26Z Reflections on Educational Inclusion: A Challenge in the Initial Training of Natural Science Teachers Reflexiones sobre la inclusión educativa: un reto en la formación inicial de docentes de ciencias naturales Castro-Castillo, Diana Carolina Tuay Sigua, Rosa Nidia educación inclusiva formación de docentes educación en ciencias docentes políticas educativas inclusive education teacher training science education teachers education policies 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. La inclusión educativa es un proceso que permite a todas las personas, independientemente de sus diferencias, acceder a una educación de calidad que garantice su desarrollo personal y académico, y su participación en la sociedad. Uno de los retos más significativos de esta política es contar con maestros cualificados que adapten sus estrategias de enseñanza a las necesidades individuales de los estudiantes para generar ambientes escolares acogedores y respetuosos de la diversidad. Este artículo busca dar a conocer el estado actual de la formación inicial de maestros de ciencias naturales para atender la inclusión educativa. Para ello, se realizó un estudio de corte interpretativo que tuvo en cuenta tres fuentes de información: los planes de estudio de algunos programas de licenciatura, los reportes de investigación empírica sobre la temática y las consideraciones de maestros de ciencias en ejercicio que acompañan procesos de inclusión en escuelas de la ciudad de Bogotá. Entre los resultados del estudio, se encontró que los asuntos de inclusión comienzan a tener un lugar destacado en las reflexiones que se realizan en los contextos de formación inicial de maestros. Sin embargo, en el campo de la educación en ciencias se requiere una mayor apropiación de estos conceptos para configurar comunidades más inclusivas en la que todos los sujetos tengan las mismas oportunidades de acceder a la construcción de conocimiento científico escolar. La investigación se desarrolla en el marco de una estancia posdoctoral en educación de la Universidad Pedagógica Nacional. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2024-01-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3024 10.36737/01230425.n46.2024.3024 Educación y Ciudad; No. 46 (2024): Educational Policies and New Perspectives in Teacher Training (January-June); e3024 Educación y Ciudad; No. 46 (2024): Políticas educativas y nuevas perspectivas en la formación docente (enero-junio); e3024 Educación y Ciudad; Núm. 46 (2024): Políticas educativas y nuevas perspectivas en la formación docente (enero-junio); e3024 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3024/2418 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3024/2431 Derechos de autor 2024 Diana Carolina Castro-Castillo, Rosa Nidia Tuay Sigua https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | educación inclusiva formación de docentes educación en ciencias docentes políticas educativas inclusive education teacher training science education teachers education policies Castro-Castillo, Diana Carolina Tuay Sigua, Rosa Nidia Reflections on Educational Inclusion: A Challenge in the Initial Training of Natural Science Teachers |
| title | Reflections on Educational Inclusion: A Challenge in the Initial Training of Natural Science Teachers |
| title_alt | Reflexiones sobre la inclusión educativa: un reto en la formación inicial de docentes de ciencias naturales |
| title_full | Reflections on Educational Inclusion: A Challenge in the Initial Training of Natural Science Teachers |
| title_fullStr | Reflections on Educational Inclusion: A Challenge in the Initial Training of Natural Science Teachers |
| title_full_unstemmed | Reflections on Educational Inclusion: A Challenge in the Initial Training of Natural Science Teachers |
| title_short | Reflections on Educational Inclusion: A Challenge in the Initial Training of Natural Science Teachers |
| title_sort | reflections on educational inclusion a challenge in the initial training of natural science teachers |
| topic | educación inclusiva formación de docentes educación en ciencias docentes políticas educativas inclusive education teacher training science education teachers education policies |
| topic_facet | educación inclusiva formación de docentes educación en ciencias docentes políticas educativas inclusive education teacher training science education teachers education policies |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3024 |
| work_keys_str_mv | AT castrocastillodianacarolina reflectionsoneducationalinclusionachallengeintheinitialtrainingofnaturalscienceteachers AT tuaysiguarosanidia reflectionsoneducationalinclusionachallengeintheinitialtrainingofnaturalscienceteachers AT castrocastillodianacarolina reflexionessobrelainclusioneducativaunretoenlaformacioninicialdedocentesdecienciasnaturales AT tuaysiguarosanidia reflexionessobrelainclusioneducativaunretoenlaformacioninicialdedocentesdecienciasnaturales |