Gu?a Metodol?gica para la preparaci?n docente en el desarrollo de pr?cticas inclusivas para la ense?anza-aprendizaje de Lengua y Literatura en la b?sica superior.
- Authors
- Ortega Pacheco, Pedro Francisco
- Format
- MasterThesis
- Status
- publishedVersion
- Description
Esta investigaci?n se centra en el dise?o de una gu?a metodol?gica para la preparaci?n docente, en el desarrollo de pr?cticas inclusivas para la ense?anza-aprendizaje de Lengua y Literatura en la b?sica superior. La postura que se desde la que se asume se centra en las teor?as y opiniones presentadas por Booth y Ainscow (2011), Echeita (2011), Solla (2013) y Moliner et al. (2017) sobre educaci?n y pr?cticas inclusivas, y su desarrollo en las instituciones escolares, as? mismo en el campo de la formaci?n docente para la inclusi?n se trabaj? con UNESCO (2004) y Mori?a y Parrilla (2006), Se parte de un paradigma interpretativo, con un enfoque cualitativo y un estudio de caso. Los instrumentos a utilizar fueron el an?lisis documental, la entrevista que posibilit? y la observaci?n de clase. La investigaci?n se organiz? en dos fases: diagn?stico de la situaci?n problem?tica y el dise?o de la propuesta. Para el an?lisis de los datos se emple? la triangulaci?n de informaci?n. A trav?s del proceso de diagn?stico se logr? identificar dificultades en las pr?cticas inclusivas, en el uso de metodolog?as, aprovechamiento del tiempo, y uso de recursos. Lo cual dio lugar a la construcci?n de la Gu?a Metodol?gica para la preparaci?n docente en el desarrollo de pr?cticas inclusivas para la ense?anza-aprendizaje de Lengua y Literatura en la b?sica superior. Misma que tom? en cuenta factores como la forma en la que se articulan las metodolog?as y actividades en una planificaci?n, as? como el docente dispone de los elementos que posee para la construcci?n de una clase, se recomienda su evaluaci?n y aplicaci?n por criterio de especialistas
This research focuses on the design of a methodological guide for teacher preparation, on the development of inclusive practices for the teaching-learning of Language and Literature in upper basic. The position taken from which it is assumed focuses on the theories and opinions presented by Booth and Ainscow (2011), Echeita (2011), Solla (2013) and Moliner et al. (2017) on inclusive education and practices, and their development in school institutions, likewise in the field of teacher training for inclusion we worked with UNESCO (2004) and Mori?a and Parrilla (2006), It starts from an interpretive paradigm, with a qualitative approach and a case study. The instruments to be used were the documentary analysis, the interview that it made possible and the class observation. The investigation was organized in two phases: diagnosis of the problematic situation and the design of the proposal. Information triangulation was used to analyze the data. Through the diagnostic process, it was possible to identify difficulties in inclusive practices, in the use of methodologies, use of, and use of resources. This led to the construction of the Methodological Guide for teacher preparation in the development of inclusive practices for the teaching-learning of Language and Literature in upper basic. The same that took into account factors such as the way in which the methodologies and activities are articulated in a planning, as well as the teacher has the elements that he has for the construction of a class, its evaluation and application is recommended by specialists' criteria.
Azogues
- Publication Year
- 2021
- Language
- Topic
- Educaci?n inclusiva
Pr?cticas inclusivas
Preparaci?n docente
Gu?a metodol?gica
Inclusive education
Inclusive practices
Teacher training
Methodological
Guide
Curriculum planning
- Repository
- Repositorio Universidad Nacional de Educación
- Get full text
- http://repositorio.unae.edu.ec/handle/56000/1695
- Rights
- openAccess
- License