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2013 - Vol. 7, Num. 2 | |||||
Subjective meanings of strengths and weaknesses of the educational process of inclusion |
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Jennifer Brito Pacheco y Juan Mansilla Sepúlveda | ||||||
Abstract | ||||||
This research investigated about the professional strengths and weaknesses of elementary teachers from a school in southern Chile to support their students with intellectual disabilities. We used an instrumental case study from semi-structured interviews and focus groups. The results show that teachers believe their strengths are linked to personal nature and self-learning of technical and pedagogical aspects. The weaknesses are associated with the lack of training and professional update regarding disability condition of their students and lack of time to design a contextualized teaching. |
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Key words | ||||||
Subjective meanings, Professional strengths, Weaknesses professional, Educational inclusion. |
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Complete Text | ||||||
Full text in Spanish, HTML | ||||||
Full text in Spanish, PDF | ||||||
Reference | ||||||
Brito, J.
& Mansilla, J. (2013). Significados subjetivos de fortalezas y debilidades del proceso de inclusión educativa. Revista Latinoamericana de Educación Inclusiva, 7(2),
95-113.> Retrieved from: http://www.rinace.net/rlei/numeros/vol7-num2/art6.pdf |
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