Ключевые слова

Диалоговое преподавание, инклюзивное образование, средняя школа, педагогическая практика, повышение квалификации преподавателей, диалог

Резюме

Важной задачей является создание более инклюзивных государственных школ, отвечающих потребностям общества знаний XXI века. В настоящем документе мы уделяем особое внимание инклюзии как диалогическому процессу, который должен быть принят и развит как учителями, так и учащимися в любом классе. Идея инклюзивного диалогического преподавания разъясняется и реализуется в рамках учебной программы по инклюзивному диалогу, сосредоточенной на вопросах обучения культурной грамотности. В этом исследовании, которое является частью европейского проекта, включающего несколько стран, восемь учителей средних школ Испании и Португалии и их ученики приняли участие в восьми занятиях, проводившихся в рамках планов проведения уроков, основанных на диалоге. Учителя приняли участие в двух занятиях по повышению квалификации, одно в начале проекта, а другое позже. Данные, собранные на занятиях № 3 и № 8, были собраны и проанализированы с использованием предварительно построенной схемы кодирования. Полученные данные свидетельствуют о небольшом улучшении диалогичности от занятия № 3 к занятию № 8 при постоянном сопротивлении учителей быть более кумулятивными в своем дискурсе. Эти результаты подтверждают предыдущую работу, показывая, что диалогическое преподавание приобретается постепенно, и даже когда меняется позиция учителей, которые становятся более инклюзивными и привлекательными по отношению к ученикам, эти изменения не обязательно представляют собой радикальный сдвиг в методах преподавания в сторону более ориентированной на учеников.

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Техническая спецификация

Получила: 29-05-2020

пересмотренный: 05-06-2020

Принятый: 03-07-2020

OnlineFirst: 15-11-2020

Дата публикации: 01-01-2021

Время пересмотра статьи: 7 дней | Среднее время пересмотра вопроса 66: 16 дней

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El currículum de educación ambiental: reflexiones a partir de las experiencias en la naturaleza de las escuelas alternativas en Chile. IR Cayul - Revista de Orientación Educacional, 2021 - 200.14.213.175

http://200.14.213.175/roe/index.php/roe/article/view/130

Proceso de enseñanza aprendizaje a estudiantes con Necesidades Educativas Especiales mediante el uso de herramientas tecnológicas en la Unidad Educativa … DC Navarrete Delgado - 2021 - repositorio.uti.edu.ec

http://repositorio.uti.edu.ec/handle/123456789/2808

El diálogo en el aula. El descubrimiento como forma de aprendizaje para la filosofía L Castro García - 2022 - digibuo.uniovi.es

https://digibuo.uniovi.es/dspace/handle/10651/64212

Diversidad e inclusión en la universidad: La vía de la institucionalización JLÁ Castillo, MGC Torrico - 2022 - books.google.com

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Use and Knowledge of ICTs in Inclusive Education at Educational Levels. YLH Romaní, JMB Falla, NSS Ruiz… - … Journal of Emerging …, 2022 - researchgate.net

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Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms RM Pons, V Reyes - Frontiers in Education, 2021 - frontiersin.org

https://www.frontiersin.org/articles/10.3389/feduc.2021.702013/full

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Rapanta, C., Garcia-Mila, M., Remesal, A., & Gonçalves, C. (2021). The challenge of inclusive dialogic teaching in public secondary school. [El reto de la enseñanza dialógica inclusiva en la escuela pública secundaria]. Comunicar, 66, 21-31. https://doi.org/10.3916/C66-2021-02

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