Palabras clave

Enseñanza dialógica, educación inclusiva, escuela secundaria, práctica docente, desarrollo profesional docente, diálogo

Resumen

El reto de promover escuelas públicas más inclusivas que aborden las necesidades de la Sociedad del Conocimiento del siglo XXI es importante. En este artículo nos centramos en la inclusión como un proceso de diálogo que tanto docentes como estudiantes deben adoptar y desarrollar por igual en las aulas. La idea de la enseñanza dialógica inclusiva se explica y operacionaliza en un currículo dialógico inclusivo centrado en las disposiciones de alfabetización cultural. En este estudio, que forma parte de un proyecto europeo de varios países, ocho docentes de secundaria españoles y portugueses y sus estudiantes participaron en ocho sesiones que implementan planes de lecciones dialógicas. El profesorado asistió a dos sesiones de desarrollo profesional, una al comienzo del proyecto y otra más adelante. Los datos del discurso en el aula de las sesiones n.º 3 y n.º 8 se recopilaron y analizaron utilizando un protocolo de codificación validado. Los resultados muestran una ligera mejora en la dialogicidad de la sesión n.º 3 a la sesión n.º 8 con una resistencia persistente de los docentes para ser más acumulativos en su discurso. Estos hallazgos confirman el trabajo previo que muestra que la enseñanza dialógica se desarrolla gradualmente e incluso cuando la postura del profesorado pasa a ser más inclusiva y atractiva para el alumnado, este cambio no representa necesariamente un cambio radical en los métodos de enseñanza centrados en el alumnado.

Ver infografía

Referencias

Alexander, R.J. (2017). Towards dialogic teaching: Rethinking classroom talk. Dialogos.

Link Google Scholar

Alexander, R.J., Hardman, F.C., & Hardman, J. (2017). Changing talk, changing thinking: Interim report from the in-house evaluation of the CPRT/UoY Dialogic Teaching Project. University of York and Cambridge Primary Review Trust. https://bit.ly/2ZDfqkl

Link Google Scholar

Asterhan, C.S., Howe, C., Lefstein, A., Matusov, E., & Reznitskaya, A. (2020). Controversies and consensus in research on dialogic teaching and learning. Dialogic Pedagogy, 8, 1-16. https://doi.org/10.5195/dpj.2020.312

Link DOI | Link Google Scholar

Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: Introduction and review. ZDM, 47(7), 1047-1065. https://doi.org/10.1007/s11858-015-0738-8

Link DOI | Link Google Scholar

Bereiter, C. (2002). Artifacts, canons, and the progress of pedagogy: A response to contributors. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 223-244). Open Court. https://bit.ly/3j2qI93

Link Google Scholar

Blanton, M.L., & Stylianou, D.A. (2014). Understanding the role of transactive reasoning in classroom discourse as students learn to construct proofs. The Journal of Mathematical Behavior, 34, 76-98. https://doi.org/10.1016/j.jmathb.2014.02.001

Link DOI | Link Google Scholar

Boyd, M. (2016). Connecting ‘Man in the mirror’: Kindling a classroom dialogic teaching and learning trajectory. L1-Educational Studies in Language and Literature, 16, 1-26. https://doi.org/10.17239/L1ESLL-2016.16.02.03

Link DOI | Link Google Scholar

Camilli-Trujillo, C., & Römer-Pieretti, M. (2017). Meta-synthesis of literacy for the empowerment of vulnerable groups. [Metasíntesis en alfabetización para el empoderamiento de grupos vulnerables]. Comunicar, 53, 9-18. https://doi.org/10.3916/C53-2017-01

Link DOI | Link Google Scholar

Castillo-Rodríguez, C.C., & Garro-Gil, N. (2015). Inclusion and integration on special education. Procedia - Social and Behavioral Sciences, 191, 1323-1327. https://doi.org/10.1016/j.sbspro.2015.04.488

Link DOI | Link Google Scholar

Clarke, S.N., Howley, I., Resnick, L., & Rosé, C.P. (2016). Student agency to participate in dialogic science discussions. Learning, Culture and Social Interaction, 10, 27-39. https://doi.org/10.1016/j.lcsi.2016.01.002

Link DOI | Link Google Scholar

Davey, S., & Gordon, S. (2017). Definitions of social inclusion and social exclusion: the invisibility of mental illness and the social conditions of participation. International Journal of Culture and Mental Health, 10(3), 229-237. https://doi.org/10.1080/17542863.2017.1295091

Link DOI | Link Google Scholar

Dias-Fonseca, T., & Potter, J. (2016). Media education as a strategy for online civic participation in Portuguese schools [La educación mediática como estrategia de participación cívica on-line en las escuelas portuguesas]. Comunicar, 24(49), 9-18. https://doi.org/10.3916/C49-2016-01

Link DOI | Link Google Scholar

European Union (Ed.) (2006). Recommendation of the European Parliament and of the Council of 18th December 2006 on key competences for lifelong learning. Official Journal of the European Union, 30. https://doi.org/10.1177/1465116506060911

Link DOI | Link Google Scholar

Fisher, R. (2007). Dialogic teaching: Developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 177(6-7), 615-631. https://doi.org/10.1080/03004430701378985

Link DOI | Link Google Scholar

Freire, S. (2008). Um olhar sobre a inclusão. Revista da Educação, 16(1), 5-20. https://bit.ly/2X4U4KL

Link Google Scholar

Haneda, M., Teemant, A., & Sherman, B. (2017). Instructional coaching through dialogic interaction: Helping a teacher to become agentive in her practice. Language and Education, 31(1), 46-64. https://doi.org/10.1080/09500782.2016.1230127

Link DOI | Link Google Scholar

Kim, M.Y., & Wilkinson, I.A. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70-86. https://doi.org/10.1016/j.lcsi.2019.02.003

Link DOI | Link Google Scholar

Kumpulainen, K., & Lipponen, L. (2010). Productive interaction as agentic participation in dialogic enquiry. In K. Littleton, & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 48-63). Routledge. https://doi.org/10.4324/9780203863510

Link DOI | Link Google Scholar

Kumpulainen, K., & Rajala, A. (2017). Dialogic teaching and students’ discursive identity negotiation in the learning of science. Learning & Instruction, 48, 23-31. https://doi.org/10.1016/j.learninstruc.2016.05.002

Link DOI | Link Google Scholar

Lehesvuori, S., Viiri, J., & Rasku-Puttonen, H. (2011). Introducing dialogic teaching to science student teachers. Journal of Science Teacher Education, 22(8), 705-727. https://doi.org/10.1007/s10972-011-9253-0

Link DOI | Link Google Scholar

Lehesvuori, S., Viiri, J., Rasku?Puttonen, H., Moate, J., & Helaakoski, J. (2013). Visualizing communication structures in science classrooms: Tracing cumulativity in teacher?led whole class discussions. Journal of Research in Science Teaching, 50(8), 912-939. https://doi.org/10.1002/tea.21100

Link DOI | Link Google Scholar

Licsandru, T.C., & Cui, C.C. (2018). Subjective social inclusion: A conceptual critique for socially inclusive marketing. Journal of Business Research, 82, 330–339. https://doi.org/10.1016/j.jbusres.2017.08.036

Link DOI | Link Google Scholar

Littleton, K., & Mercer, N. (2013). Interthinking: Putting talk to work. Routledge. https://doi.org/10.4324/9780203809433

Link DOI | Link Google Scholar

Maine, F., Cook, V., & Lähdesmäki, T. (2019). Reconceptualizing cultural literacy as a dialogic practice. London Review of Education, 17(3), 383-392. https://doi.org/10.18546/LRE.17.3.12

Link DOI | Link Google Scholar

Michaels, S., O’Connor, C., & Resnick, L.B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283-297. https://doi.org/10.1007/s11217-007-9071-1

Link DOI | Link Google Scholar

Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge. https://doi.org/10.4324/9780429401923

Link DOI | Link Google Scholar

Osborne, J. (2007). Towards a more social pedagogy in science education: the role of argumentation. Revista Brasileira de Pesquisa em Educação em Ciências, 7(1). https://bit.ly/2X6nTLh

Link Google Scholar

Osler, A., & Starkey, H. (1999). Rights, identities and inclusion: European action programmes as political education 1. Oxford Review of Education, 25(1-2), 199-215. https://doi.org/10.1080/030549899104215

Link DOI | Link Google Scholar

O’Connor, C., & LaRusso, M. (2014). Working with a low-inference discourse observation tool: What can we see? [Paper session] Annual Educational Research Association, Philadelphia, PA.

Link Google Scholar

Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The Reading Teacher, 65(7), 446-456. https://doi.org/10.1002/TRTR.01066

Link DOI | Link Google Scholar

Reznitskaya, A., & Gregory, M. (2013). Student thought and classroom language: Examining the mechanisms of change in dialogic teaching. Educational Psychologist, 48(2), 114-133. https://doi.org/10.1080/00461520.2013.775898

Link DOI | Link Google Scholar

Reznitskaya, A., & Wilkinson, I. (2015). Professional development in dialogic teaching: Helping teachers promote argument literacy in their classrooms. In D. Scott, & E. Hargreaves (Eds.), The SAGE handbook of learning (pp. 219-232). Sage Press. https://doi.org/10.4135/9781473915213.n21

Link DOI | Link Google Scholar

Sandoval, W.A., Kwako, A.J., Modrek, A.S., & Kawasaki, J. (2018). Patterns of classroom talk through participation in discourse-focused teacher professional development. In J. Kay, & R. Luckin (Eds.) Rethinking learning in the digital age: Making the learning sciences count, 13th International Conference of the Learning Sciences (ICLS). International Society of the Learning Sciences. https://bit.ly/38ZczEO

Link Google Scholar

Schmidt, B.J., Macwilliams, B.R., & Neal-Boylan, L. (2016). Becoming inclusive: A code of conduct for inclusion and diversity. Journal of Professional Nursing, 33(2), 102-107. https://doi.org/10.1016/j.profnurs.2016.08.014

Link DOI | Link Google Scholar

Sedova, K. (2017). A case study of a transition to dialogic teaching as a process of gradual change. Teaching and Teacher Education, 67, 278-290. https://doi.org/10.1016/j.tate.2017.06.018

Link DOI | Link Google Scholar

Sedova, K., Salamounova, Z., & Svaricek, R. (2014). Troubles with dialogic teaching. Learning, Culture and Social Interaction, 3(4), 274-285. https://doi.org/10.1016/j.lcsi.2014.04.001

Link DOI | Link Google Scholar

Sedova, K., Sedlacek, M., & Svaricek, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, 57, 14-25. https://doi.org/10.1016/j.tate.2016.03.005

Link DOI | Link Google Scholar

Seeland, K., Dübendorfer, S., & Hansmann, R. (2009). Making friends in Zurich’ s urban forests and parks: The role of public green space for social inclusion of youths from different cultures. Forest Policy and Economics, 11(1), 10-17. https://doi.org/10.1016/j.forpol.2008.07.005

Link DOI | Link Google Scholar

Simpson, A. (2016). Dialogic teaching in the initial teacher education classroom: ‘Everyone's voice will be heard’. Research Papers in Education, 31(1), 89-106. https://doi.org/10.1080/02671522.2016.1106697

Link DOI | Link Google Scholar

Tienda, M. (2013). Diversity? Inclusion: Promoting integration in higher education. Educational Researcher, 42(9), 467-475. https://doi.org/10.3102/0013189X13516164

Link DOI | Link Google Scholar

Vass, E. (2018). Building dialogic spaces through inclusive conversations. In. W. Sawyer, G. Munns, K. Zammit, C. Attard, E. Vass, & C. Hatton (Eds.), Engaging schooling: Developing exemplary education for students in poverty (pp. 101-119). Routledge. https://doi.org/10.4324/9781315561905-14

Link DOI | Link Google Scholar

Vázquez, O. (2001). Inmigrantes en la escuela: Un espacio para la cooperación. Comunicar, 16, 73-78. https://doi.org/10.3916/C16-2001-11

Link DOI | Link Google Scholar

Viana, C. (2020, February 17). Empatia na escola? Aqui, o que conta não é estar certo ou errado. Público. https://bit.ly/2Zz1Lug

Link Google Scholar

Wegerif, R. (2010). Dialogue and teaching thinking with technology: opening, expanding, and deepening the ‘inter-face’. In K. Littleton & Ch. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 304-322). Routledge. https://doi.org/10.4324/9780203863510

Link DOI | Link Google Scholar

Wilkinson, I.A.G., Reznitskaya, A., Bourdage, K., Oyler, J., Glina, M., Drewry, R., Kim, M.Y., & Nelson, K. (2017). Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms. Language and Education, 31(1), 65-82. https://doi.org/10.1080/09500782.2016.1230129

Link DOI | Link Google Scholar

Woodcock, S., & Woolfson, L.M. (2019). Are leaders leading the way with inclusion? Teachers’ perceptions of systemic support and barriers towards inclusion. International Journal of Educational Research, 93, 232-242. https://doi.org/10.1016/j.ijer.2018.11.004

Link DOI | Link Google Scholar

Wright, N., & Stickley, T. (2013). Concepts of social inclusion, exclusion and mental health: a review of the international literature. Journal of Psychiatric and Mental Health Nursing, 20(1), 71-81. https://doi.org/10.1111/j.1365-2850.2012.01889.x

Link DOI | Link Google Scholar

Ficha técnica

Recibido: 29-05-2020

Revisado: 05-06-2020

Aceptado: 03-07-2020

OnlineFirst: 15-11-2020

Fecha publicación: 01-01-2021

Tiempo de revisión del artículo : 7 (en días) | Media de tiempo de revisión de los manuscritos del número 66: 16 (en días)

Tiempo de aceptación del artículo: 35 (en días) | Media tiempo aceptación de los manuscritos del número 66: 51 (en días)

Tiempo de edición OnlineFirst: 172 (en días) | Media tiempo edición de los OnlineFirst del número 66: 193 (en días)

Tiempo de publicacicón final del artículo: 217 (en días) | Media tiempo de publicación final de los articulos del número 66: 238 (en días)

Métricas

Métricas de este artículo

Vistas: 34223

Lectura del abstract: 30398

Descargas del PDF: 3825

Métricas completas de Comunicar 66

Vistas: 334258

Lectura del abstract: 293760

Descargas del PDF: 40498

Citado por

Citas en Web of Science

Moral Mora, Ana Maria; Chiva, Inmaculada; Lloret-Catala, Carmen; . Faculty Perception of Inclusion in the University: Concept, Policies and Educational Practices Towards self-improving school systems: Lessons from a city challenge, 2021.

https://doi.org/10.17645/si.v9i3.4114

Avivar-Caceres, Susana; Parra-Camacho, David; Prado-Gasco, Vicente Javier; . Teachers' Trust in the Conflict Resolution Abilities of the Adolescent at School REMIE-MULTIDISCIPLINARY JOURNAL OF EDUCATIONAL RESEARCH, 2021.

https://doi.org/10.4471/remie.2021.7950

Garcia-Mila, Merce; Miralda-Banda, Andrea; Luna, Jose; Remesal, Ana; Castells, Nuria; Gilabert, Sandra; . Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels RESEARCH PAPERS IN EDUCATION, 2021.

https://doi.org/10.3390/su13116410

Munoz Arteaga, Jaime; Munoz Zavala, Angel E.; Cardona Reyes, Hector; . Challenges of inclusive teaching at elementary school level during COVID-19 Revista El mundo de la educacion, 2022.

https://doi.org/10.54988/cv.2022.1.926

Gonzalez Conde, M. Julia; Prieto Gonzalez, Hugo; Baptista Gil, Francisco; . Podcast Didactics in the 8th Grades. A Classroom Experience in the Community of Madrid RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA, 2022.

https://doi.org/10.5944/ried.25.1.30618

Gracia, Marta; Alvarado, Jesus M.; Nieva, Silvia; . Assessment of Oral Skills in Adolescents 3L-LANGUAGE LINGUISTICS LITERATURE-THE SOUTHEAST ASIAN JOURNAL OF ENGLISH LANGUAGE STUDIES, 2021.

https://doi.org/10.3390/children8121136

Pons, Rosa M.; Reyes, Vicente; . Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms FRONTIERS IN EDUCATION, 2021.

https://doi.org/10.3389/feduc.2021.702013

Romani, YLH; Falla, JMB; (...); Balvin, YR. Use and Knowledge of ICTs in Inclusive Education at Educational Levels INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING, 2022.

https://doi.org/10.3991/ijet.v17i08.29297

Arozena, I; Huegun-Burgos, A and Rekalde-Rodriguez, I. Educational interventions with robots for students on the autism spectrum. A systematic review REVISTA LATINOAMERICANA DE TECNOLOGIA EDUCATIVA-RELATEC, 2022.

https://doi.org/10.17398/1695-288X.21.2.27

Yasar-Akyar, O; Rosa-Feliz, C; (...); Demirhan, G. Special Education Teacher's professional development through digital storytelling Comunicar, 2022.

https://doi.org/10.3916/C71-2022-07

Guallar, J; Hernandez-Campillo, TR and Codina, L. Content curation in scientific articles. Categories and cases TELOS-REVISTA INTERDISCIPLINARIA EN CIENCIAS SOCIALES, 2022.

https://doi.org/10.36390/telos243.02

Citas en Scopus

Mora, A.M.M., Chiva, I., Lloret-catala, C. . Faculty perception of inclusion in the university: Concept, policies and educational practices), Social Inclusion, .

https://doi.org/10.17645/si.v9i3.4114

Garcia-Mila, M., Miralda-Banda, A., Luna, J., (...), Castells, N., Gilabert, S. . Change in classroom dialogicity to promote cultural literacy across educational levels), Sustainability (Switzerland), .

https://doi.org/10.3390/su13116410

Avivar-Caceres, S., Parra-Camacho, D., Prado-Gasco, V.J. . Teachers' trust in the conflict resolution abilities of the adolescent at school | [Confianza de los Docentes en la Capacidad Resolutiva del Adolescente frente al Conflicto en las Aulas]), Multidisciplinary Journal of Educational Research, .

https://doi.org/10.447/remie.2021.7950

Julia González Conde, M., González, H.P., Gil, F.B. . Podcast didactics in the 8th grades. a classroom experience in the community of Madrid | [Didáctica del podcast en el programa pmar. Una experiencia de aula en la comunidad de Madrid]), Frontiers in Education, .

https://doi.org/10.5944/ried.25.1.30618

Pons, R.M., Reyes, V. . Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms), Sustainability (Switzerland), .

https://doi.org/10.3389/feduc.2021.702013

Gràcia, M., Alvarado, J.M., Nieva, S. . Assessment of oral skills in adolescents), Frontiers in Education, .

https://doi.org/10.3390/children8121136

Yasar-Akyar, O., Rosa-Feliz, C., Sunday-Oyelere, S., Muñoz, D., Demirhan, G. . Special Education Teacher's professional development through digital storytelling | [Desarrollo profesional de maestros de educación especial a través de la narración digital]), Campus Virtuales, .

https://doi.org/10.3916/C71-2022-07

Arteaga, J.M., Munoz Zavala, A.E., Reyes, H.C. . Challenges of inclusive teaching at elementary school level during CoVId-19 | [Retos de la ensenanza inclusiva a nivel educacion primaria durante la contingencia CoVId-19]), Children, .

https://doi.org/10.54988/cv.2022.1.926

Romaní, Yersi Luis Huamán; Falla, José Manuel Burga; Ruiz, Nery Sofía Soria; García, Ramiro Juro; Balvin, Yausef Raymundo. Use and Knowledge of ICTs in Inclusive Education at Educational Levels), International Journal of Emerging Technologies in Learning, .

https://doi.org/10.3991/ijet.v17i08.29297

Mardones, P.C., Gràcia, M. . Use and development of oral language in the rural classroom: Change of educational paradigms), Psicoperspectivas, .

https://doi.org/10.5027/psicoperspectivas-vol21-issue3-fulltext-2689

Tao, Y., Chen, G. . Implementation of Dialogic Teaching: Exploring Teachers' Perceptions, Attitudes, and Practical Challenges ), Proceedings of International Conference of the Learning Sciences, ICLS, .

Link Google Scholar

Citas en Google Scholar

Garcia-Mila, M., Miralda-Banda, A., Luna, J., Remesal, A., Castells, N., & Gilabert, S. (2021). Change in classroom dialogicity to promote cultural literacy across educational levels. Sustainability, 13(11), 6410.

https://www.mdpi.com/1137890

Cáceres, S. A., Camacho, D. P., & Gascó, V. J. P. (2021). Confianza de los docentes en la capacidad resolutiva del adolescente frente al conflicto en las aulas. REMIE: Multidisciplinary Journal of Educational Research, 11(2), 178-202.

https://dialnet.unirioja.es/servlet/articulo?codigo=7967118

Avivar-Cáceres, S., Parra-Camacho, D., & Prado-Gascó, V. J. (2021). Teachers' Trust in the Conflict Resolution Abilities of the Adolescent at School. Educational Research, 11(2), 178-202.

https://www.hipatiapress.com/hpjournals/index.php/remie/article/download/7950/pdf/0

Trujillo Sáez, F. (2021). The school year 2020-2021 in Spain during the pandemic.

https://ketlib.lib.unipi.gr/xmlui/handle/ket/3775

Rapanta, C., Vrikki, M., & Evagorou, M. (2020). Preparing culturally literate citizens through dialogue and argumentation: rethinking citizenship education. The Curriculum Journal.

https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/curj.95

Mora, A. M. M., Chiva, I., & Lloret‐Catala, C. (2021). Faculty perception of inclusion in the university: Concept, policies and educational practices. Social Inclusion, 9(3), 106-116.

https://www.cogitatiopress.com/socialinclusion/article/view/4114

Trujillo Sáez, F. (2021). The school year 2020-2021 in Spain during the pandemic (No. JRC125453). Joint Research Centre (Seville site).

...

Conde, M. J. G., González, H. P., & Gil, F. B. (2022). Didáctica del podcast en el programa PMAR. Una experiencia de aula en la Comunidad de Madrid. RIED. Revista Iberoamericana de Educación a Distancia, 25(1).

http://revistas.uned.es/index.php/ried/article/view/30618

González Conde, M. J., Prieto González, H., & Gil, F. B. (2021). Didáctica del podcast en el programa PMAR. Una experiencia de aula en la Comunidad de Madrid. RIED. Revista Iberoamericana de Educación a Distancia, 25(1), 183-201.

https://sapientia.ualg.pt/handle/10400.1/17380

Arteaga, J. M., Zavala, A. E. M., & Reyes, H. C. (2022). Retos de la enseñanza inclusiva a nivel educación primaria durante la contingencia COVID-19. Campus Virtuales, 11(1), 125-135.

http://uajournals.com/ojs/index.php/campusvirtuales/article/view/926

Yasar-Akyar, O., Rosa-Feliz, C., Sunday-Oyelere, S., Muñoz, D., & Demirhan, G. (2022). Desarrollo profesional de maestros de educación especial a través de la narración digital. Comunicar, 30(71), 93-104.

https://www.revistacomunicar.com/ojs/index.php/comunicar/article/view/C71-2022-07

Gràcia Garcia, M., Alvarado, J. M., & Nieva, S. (2021). Assessment of Oral Skills in Adolescents. Children, 2021, vol. 8, num. 12, p. 1136.

http://diposit.ub.edu/dspace/handle/2445/181733

Yasar-Akyar, O., Rosa-Feliz, C., Sunday-Oyelere, S., & Muñoz, D. (2022). Special Education Teacher’s professional development through digital storytelling. Comunicar, 30(71), 93-104.

http://eprints.rclis.org/42976/

Gràcia, M., Alvarado, J. M., & Nieva, S. (2021). Assessment of Oral Skills in Adolescents. Children, 8(12), 1136.

https://www.mdpi.com/2227-9067/8/12/1136

Moral Mora, A., Chiva Sanchis, I., & Lloret Català, M. D. C. (2021). Faculty perception of inclusion in the university: Concept, policies and educational practices. Social Inclusion, 2021, vol. 9, num. 3, p. 106-116.

https://roderic.uv.es/handle/10550/82327

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

...

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

...

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

Descarga

Métricas alternativas

Cómo citar

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

Compartir

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul Reino Unido

Administración

Redacción

Creative Commons

Esta web utiliza cookies para obtener datos estadísticos de la navegación de sus usuarios. Si continúas navegando consideramos que aceptas su uso. +info X