Representaciones sociales de docentes sobre la inclusión del estudiantado con discapacidad.
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| Title: | Representaciones sociales de docentes sobre la inclusión del estudiantado con discapacidad. |
|---|---|
| Alternate Title: | Teachers' Social Representations Concerning the Inclusion of Students with Disabilities. |
| Authors: | Gutiérrez, Mario Fernando1, Martínez Fernández, Liliana2 |
| Source: | Revista Electrónica de Investigación Educativa. 2020, Vol. 22, p1-14. 14p. |
| Subject Terms: | *Students with disabilities, *Special education, *Public school teachers, *Right to education, Collective representation |
| Abstract (English): | This article seeks to identify the social representations held by public school teachers in Bogotá and Cali (Colombia) regarding the inclusion of disabled children in the classroom. The research followed an inductive approach based on grounded theory; to this effect, the content and internal structure of social representations were identified (a descriptive and relational analysis). The study involved 25 teachers from two public schools in Bogotá and Cali. The results show that, as far as inclusion is concerned, teachers believe they play a coordinating role between public policy and pedagogical implementation in the classroom, despite not always having appropriate training. For teachers, the emotional dimension of inclusion is demanding, and - for the most part - this is viewed negatively. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El artículo busca identificar las representaciones sociales que poseen los docentes de instituciones educativas públicas de Bogotá y Cali (Colombia) sobre la inclusión de niños con discapacidad en las aulas. La investigación contempló el uso de análisis inductivos propios de la teoría fundamentada, para ello se identificaron los contenidos y la estructura interna de las representaciones sociales (análisis descriptivo y relacional). En el estudio participaron 25 docentes de dos escuelas públicas de Bogotá y Cali. Los resultados evidencian que los docentes consideran que, en la inclusión escolar, ellos juegan un rol articulador entre las políticas públicas y la implementación pedagógica en el aula, aunque no siempre con la preparación adecuada. Para los docentes el aspecto emocional de la experiencia inclusiva es demandante y lo valoran - mayoritariamente- como negativo. [ABSTRACT FROM AUTHOR] |
| Copyright of Revista Electrónica de Investigación Educativa is the property of Universidad Autonoma de Baja California (UABC) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 145196010 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Representaciones sociales de docentes sobre la inclusión del estudiantado con discapacidad. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Teachers' Social Representations Concerning the Inclusion of Students with Disabilities. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gutiérrez%2C+Mario+Fernando%22">Gutiérrez, Mario Fernando</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Martínez+Fernández%2C+Liliana%22">Martínez Fernández, Liliana</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Electrónica+de+Investigación+Educativa%22">Revista Electrónica de Investigación Educativa</searchLink>. 2020, Vol. 22, p1-14. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+school+teachers%22">Public school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Right+to+education%22">Right to education</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+representation%22">Collective representation</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This article seeks to identify the social representations held by public school teachers in Bogotá and Cali (Colombia) regarding the inclusion of disabled children in the classroom. The research followed an inductive approach based on grounded theory; to this effect, the content and internal structure of social representations were identified (a descriptive and relational analysis). The study involved 25 teachers from two public schools in Bogotá and Cali. The results show that, as far as inclusion is concerned, teachers believe they play a coordinating role between public policy and pedagogical implementation in the classroom, despite not always having appropriate training. For teachers, the emotional dimension of inclusion is demanding, and - for the most part - this is viewed negatively. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: El artículo busca identificar las representaciones sociales que poseen los docentes de instituciones educativas públicas de Bogotá y Cali (Colombia) sobre la inclusión de niños con discapacidad en las aulas. La investigación contempló el uso de análisis inductivos propios de la teoría fundamentada, para ello se identificaron los contenidos y la estructura interna de las representaciones sociales (análisis descriptivo y relacional). En el estudio participaron 25 docentes de dos escuelas públicas de Bogotá y Cali. Los resultados evidencian que los docentes consideran que, en la inclusión escolar, ellos juegan un rol articulador entre las políticas públicas y la implementación pedagógica en el aula, aunque no siempre con la preparación adecuada. Para los docentes el aspecto emocional de la experiencia inclusiva es demandante y lo valoran - mayoritariamente- como negativo. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Electrónica de Investigación Educativa is the property of Universidad Autonoma de Baja California (UABC) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24320/redie.2020.22.e13.2260 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Students with disabilities Type: general – SubjectFull: Special education Type: general – SubjectFull: Public school teachers Type: general – SubjectFull: Right to education Type: general – SubjectFull: Collective representation Type: general Titles: – TitleFull: Representaciones sociales de docentes sobre la inclusión del estudiantado con discapacidad. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gutiérrez, Mario Fernando – PersonEntity: Name: NameFull: Martínez Fernández, Liliana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 16074041 Numbering: – Type: volume Value: 22 Titles: – TitleFull: Revista Electrónica de Investigación Educativa Type: main |
| ResultId | 1 |
