Palabras clave

Desarrollo profesional, formación del profesorado, TIC, educación inclusiva, Narración digital, necesidades educativas especiales

Resumen

Este artículo presenta los resultados de un estudio exploratorio de la forma en que los maestros de educación especial comprenden que las narrativas digitales, basadas en talleres, mejorarían el desarrollo profesional en relación con la educación inclusiva. El estudio evalúa la usabilidad de la plataforma Smart Ecosystem for Learning and Inclusion (SELI) para apoyar a los docentes durante el proceso de narración digital basada en talleres. Utilizamos un enfoque de diseño de investigación de método mixto paralelo convergente con 47 profesores de secundaria que trabajan con personas discapacitadas en la República Dominicana. Los resultados de este estudio indicaron que la plataforma de aprendizaje inteligente SELI había demostrado una buena usabilidad para apoyar a los docentes durante el proceso pedagógico de la narración digital basada en talleres. Además, surgen dos temas sobre cómo la narración digital basada en talleres puede contribuir al desarrollo profesional de los docentes para promover la educación inclusiva. Los temas resultantes son la expresión, la escucha y el aprendizaje a través de la narración digital; e impulsar el cambio con la narración digital para crear entornos más inclusivos. Los maestros fueron optimistas respecto a la implementaión de narrativas digitales. Además, los maestros reflexionaron en términos del potencial impacto de las narrativas digitales en inclusión en el aula, como promotoras del cambio, construyendo aprendizaje significativo y promoviendo una práctica influyente.

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Ficha técnica

Recibido: 16-09-2021

Revisado: 24-11-2021

Aceptado: 03-12-2021

OnlineFirst: 01-02-2022

Fecha publicación: 01-04-2022

Tiempo de revisión del artículo : 69 (en días) | Media de tiempo de revisión de los manuscritos del número 71: 45 (en días)

Tiempo de aceptación del artículo: 78 (en días) | Media tiempo aceptación de los manuscritos del número 71: 70 (en días)

Tiempo de edición OnlineFirst: 152 (en días) | Media tiempo edición de los OnlineFirst del número 71: 144 (en días)

Tiempo de publicacicón final del artículo: 197 (en días) | Media tiempo de publicación final de los articulos del número 71: 189 (en días)

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Keary, A; Wood, N; (...); Carabott, K. Generating Reflections Through Professional Collaborative Storytelling AUSTRALIAN JOURNAL OF TEACHER EDUCATION, 2022.

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Keary, A., Wood, N., Barley, K., & Carabott, K. (2022). Generating reflections through professional collaborative storytelling. Australian Journal of Teacher Education (Online), 47(2), 44-59.

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Yasar-Akyar, O., Rosa-Feliz, C., Sunday-Oyelere, S., Muñoz, D., & Demirhan, G. (2022). Special Education Teacher’s professional development through digital storytelling. [Desarrollo profesional de maestros de educación especial a través de la narración digital]. Comunicar, 71, 93-104. https://doi.org/10.3916/C71-2022-07

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