About this paper

Appears in:
Pages: 764-772
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0329

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

TEACHER TRAINING IN HIGHER EDUCATION FOR INCLUSIVE PEDAGOGY

Being a teacher of higher education represents a great challenge in a social / academic / scientific context dominated by multiple challenges: interdisciplinarity and transdisciplinarity, access to science and technology, networking, globalization discourse, responsibility to contribute to overcoming social contradictions, in general the development of capacities to face a world in permanent change. In this context, attention to diversity and inclusion is particularly important. With this premise a research was undertaken with the objective of making a theoretical proposal to guide the teacher training in higher education within the framework of inclusive pedagogy. It is interesting that the teacher assumes a critical attitude in his own formation and practice, seeking not only to focus on the advance of the knowledge of his specific discipline, this is important but not sufficient, he must also assume the perspective of integral formation: ethics, pedagogical, scientific, human and contextual. The methodology developed was qualitative and dialogic, interviews were conducted in depth to educational specialists for inclusion, from these results were formed two focus groups with teachers and students to validate the findings built. The results are organized in four significant themes: one, the educational conception that guides the formation in higher education; two, the formation of the teacher of higher education; three, diversity and inclusive pedagogy; and, finally, a body of theoretical guidelines guiding the teacher education in the context of inclusive pedagogy. It was concluded that teacher training systems should conceive the teacher as an active, creative and responsible person of the constructions that he elaborates and validates in networks of knowledge and shared learning. In order to face the challenges of inclusion from its space and commitment, it must be able to communicate in multiple ways in processes, respect differences, attend diversity and promote integral human development.
@InProceedings{INCIARTEGONZALEZ2017TEA,
author = {Inciarte Gonz{\'{a}}lez, A. and Mar{\'{i}}n Gonz{\'{a}}lez, F. and Guzm{\'{a}}n, A.M. and Villarreal, S. and Paredes, A.J.},
title = {TEACHER TRAINING IN HIGHER EDUCATION FOR INCLUSIVE PEDAGOGY},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.0329},
url = {http://dx.doi.org/10.21125/inted.2017.0329},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {764-772}}
TY - CONF
AU - A. Inciarte González AU - F. Marín González AU - A.M. Guzmán AU - S. Villarreal AU - A.J. Paredes
TI - TEACHER TRAINING IN HIGHER EDUCATION FOR INCLUSIVE PEDAGOGY
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.0329
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 764
EP - 772
ER -
A. Inciarte González, F. Marín González, A.M. Guzmán, S. Villarreal, A.J. Paredes (2017) TEACHER TRAINING IN HIGHER EDUCATION FOR INCLUSIVE PEDAGOGY, INTED2017 Proceedings, pp. 764-772.
User:
Pass: