Guía metodológica para la preparación docente en el desarrollo de prácticas inclusivas en el subnivel inicial de la Unidad Educativa Dr. Ernesto A. Castro

Abstract

The present research has the general objective of designing a methodological guide for the preparation of the teacher in the development of inclusive educational practices at the initial sublevel. The assumed theoretical categories are: inclusive education and inclusive practices (Marchesi et al., 2009; Ainscow, 2019; Noriega, Guzmán and García, 2019), teacher training, continuous training and methodological guide (Donoso, 2013; Llivinal and Urrtia, 2016 ; Rodríguez, 2017; Marchesi and Hernández, 2019). An interpretive paradigm is assumed, under a qualitative approach and a single case study. The instruments used to collect information were: classroom observation, in-depth interview with the teacher, documentary analysis. The research was organized in two phases, the first aimed at diagnosing inclusive practices in the classroom context and the second at the design of the methodological guide. Data were qualitatively analyzed from content analysis. The main diagnostic result was that the initial level teacher is not prepared to work with children with educational support needs, therefore, the methodological guide designed starts from the needs identified in the educational context, offering methodological guidelines and strategies with the which the teacher would have to work for for inclusive good practices. A methodological guide has been designed to guide the teacher of the initial level of the Educational Unit “Dr. Ernesto A. Castro “to address diversity in the classroom and comply with inclusive good practices.