English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

espanolLa formacion de profesores en educacion inclusiva constituye una condicion clave para avanzar hacia una ensenanza equitativa y de calidad para todo el estudiantado. Esta investigacion busco caracterizar cuan preparados se sienten los formadores de profesores en las competencias necesarias para una educacion inclusiva y con que frecuencia los formadores implementan estrategias de ensenanza y apoyo basadas en la valoracion de la diversidad de los estudiantes. A partir de una investigacion cuantitativa, de alcance descriptivo y corte transversal, se analizaron las percepciones de 143 docentes chilenos mediante dos escalas de auto-reporte. Se encontro que, en general, estos declaran estar preparados para la formacion desde una perspectiva inclusiva, e implementar con frecuencia acciones que contribuyen a garantizar el aprendizaje y la participacion de los estudiantes de pedagogia. Asimismo, la investigacion permitio identificar algunas dimensiones que deben ser fortalecidas, entre las que destacan la innovacion de la docencia y el diseno de experiencias de aprendizaje flexibles, en donde se aproveche el uso de tecnologias. Finalmente, se discute la importancia de contar instrumentos sensibles a la particularidad del quehacer del formador de profesores, asi como de programas de perfeccionamiento especificos para el fortalecimiento de su rol desde una perspectiva inclusiva EnglishTeacher training in inclusive education is a key condition to moving towards equity and quality teaching for all students. This research aims to characterize how prepared the teachers educators perceived they were in the needed competences of inclusive education and how often they performed teaching and support strategies based on appreciation of student diversity. As from a quantitative research, crosssectional with a descriptive scope, the perception of 143 Chilean teacher educators was analyzed through two self-reported scales. In general, it was found they feel prepared to train from an inclusive perspective, and frequently implemented actions that contributed to guarantee the learning and participation of student teachers. Likewise, this research allows us to identify some dimensions that should be strengthened, among which stand the teaching innovation and the design of flexible learning experiences that take advantage of the use of technology. Finally, the relevance of having instruments with sensitivity to peculiarity of teacher educator work and specific training programs to firm up their role in an inclusive perspective are discussed.

Competencias Docentes para una Pedagogía Inclusiva. Consideraciones a partir de la Experiencia con Formadores de Profesores Chilenos