La actitud de los docentes de inglés ante la inclusión educativa
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Publicación 2. Vol 7. Num 3 (Español (España))
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Published:
Jul 27, 2023
Keywords:
Attitude, effectiveness, education, inclusion, obstacles
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Abstract
Introducción. La educación inclusiva busca integrar a estudiantes con habilidades diferentes en escuelas regulares, valorando la diversidad y respetando las diferencias individuales. Objetivo. Evaluar la actitud del docente de inglés frente a la inclusión educativa a través de un cuestionario aplicado a docentes de inglés de Unidades Educativas céntricas del cantón Pujilí. Metodología. Se aplicó un cuestionario de 38 preguntas a 15 docentes de inglés del cantón Pujilí. Resultados. Se evidenció una actitud medianamente alta, de la misma forma que la percepción de la eficacia de los docentes para implementar la educación inclusiva. Además de que la prueba de Chi cuadrado de Pearson reveló una relación significativa entre las variables actitud y eficacia. Conclusión. Es fundamental proporcionar el apoyo y desarrollo profesional necesario para que los docentes puedan abordar eficazmente estos obstáculos y mejorar la implementación de prácticas inclusivas. Área de estudio general: Educación. Área de estudio específica: Idioma extranjero (Inglés).
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Vargas Fernández, D. A., & Falcón Cruz, Y. M. (2023). La actitud de los docentes de inglés ante la inclusión educativa. Explorador Digital, 7(3), 24-39. https://doi.org/10.33262/exploradordigital.v7i3.2609
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References
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Ahmmed, M., Sharma, U., & Deppeler, J. (2012). Variables affecting teachers’ attitudes towards inclusive education in Bangladesh. Journal of Research in Special Educational Needs, 12(3), 132–140. https://doi.org/10.1111/j.1471-3802.2011.01226.x
Albiladi, W. S., & Alshareef, K. K. (2019). Blended Learning in English Teaching and Learning: A Review of the Current Literature. Journal of Language Teaching and Research, 10(2), 232-238. https://doi.org/10.17507/jltr.1002.03
Avramidis, E., Toulia, A., Tsihouridis, C., & Strogilos, V. (2019). Teachers’ attitudes towards inclusion and their self-efficacy for inclusive practices as predictors of willingness to implement peer tutoring. Journal of Research in Special Educational Needs, 19(S1), 49–59. https://doi.org/10.1111/1471-3802.12477
Boyle, C., Topping, K., & Jindal-Snape, D. (2013). Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching, 19(5), 527–542. https://doi.org/10.1080/13540602.2013.827361
Butakor, P. K., Ampadu, E., & Suleiman, S. J. (2020). Analysis of Ghanaian teachers’ attitudes toward inclusive education. International Journal of Inclusive Education, 24(11), 1237–1252. https://doi.org/10.1080/13603116.2018.1512661
Callado, J., Molina, M., Pérez, E., & Rodríguez, J. (2015). Inclusive education in schools in rural areas. Journal of New Approaches in Educational Research (NAER Journal), 4(2), 107–114. https://www.learntechlib.org/p/151674/.
Cifuentes-Rojas, M. T., Contreras-Jordán, R. M., & Beltrán-Moreno, M. E. (2019). The Development of the English Language Teaching in the High Schools of Ecuador during the last two decades. Polo del Conocimiento, 4(10), 89–98. https://polodelconocimiento.com/ojs/index.php/es/article/view/1159/html
Haug, P. (2017a). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
Haug, P. (2017b). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
Keil, S., Miller, O., & Cobb, R. (2006). Special educational needs and disability. British Journal of Special Education, 33(4), 168–172. https://doi.org/10.1111/j.1467-8578.2006.00435.x
Kielblock, S. (2018). Inclusive education for all: Development of an instrument to measure the teachers’ attitudes. [Dissertation, Justus Liebig University Giessen]. http://geb.uni-giessen.de/geb/volltexte/2018/13634/
Kuyini, A. B., Desai, I. (Ishwar), & Sharma, U. (2020). Teachers’ self-efficacy beliefs, attitudes, and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509–1526. https://doi.org/10.1080/13603116.2018.1544298
Moberg, S., Muta, E., Korenaga, K., Kuorelahti, M., & Savolainen, H. (2020). Struggling for inclusive education in Japan and Finland: teachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 35(1), 100–114. https://doi.org/10.1080/08856257.2019.1615800
Saloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 64(2), 270–282. https://doi.org/10.1080/00313831.2018.1541819
Schuelka, M.J. (2018). Implementing inclusive education. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies. https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14230
Sevy-Biloon, J., Recino, U., & Munoz, C. (2020). Factors Affecting English Language Teaching in Public Schools in Ecuador. International Journal of Learning, Teaching and Educational Research, 19(3), 276–294. https://doi.org/10.26803/ijlter.19.3.15
Sulasmi, E., & Akrim, A. (2019). Management Construction of Inclusion Education in Primary School. Kumpulan Makalah, Jurnal Dosen, 1(1). http://publikasiilmiah.umsu.ac.id/index.php/kumpulanmakalah/article/view/1018/925
Unianu, E. M. (2012). Teachers’ attitudes towards inclusive education. Procedia - Social and Behavioral Sciences, 33, 900–904. https://doi.org/10.1016/j.sbspro.2012.01.25
United Nations Convention on the Rights of the Child (1989) Convention on the rights of the child. https://www.un.org/es/events/childrenday/pdf/derechos.pdf
United Nations International Children's Emergency Fund [UNICEF]. (2022). Inclusive Education. UNICEF’s Work to Promote Inclusive Education. https://www.unicef.org/education/inclusive-education
Van Steen, T., & Wilson, C. (2020). Individual and cultural factors in teachers’ attitudes towards inclusion: A meta-analysis. Teaching and Teacher Education, 95, 103127. https://doi.org/10.1016/j.tate.2020.103127