La Formación Docente en Educación Inclusiva: Redes de Apoyo Colaborativo Elemento Clave en Mejora de Procesos de Enseñanza de los décimos de la UE Andrés F Córdova.

Abstract

The teaching activity of the new century brought with it new pedagogical demands, such as those related to the extension of rights and the search for full equity as a key point for the construction of a new inclusive society. In this sense, the general objective of this research was to propose teacher training in inclusive education, as a key element for the establishment of collaborative support networks, in improving teaching processes in the tenth years of EGB, daytime section of the UE Andrés F Córdova of the educational District 03D02 Cañar-El Tambo Suscal. The proposed research methodology was qualitative, with the action research method, applying the interview technique. The research sample focused on 12 teachers and 3 managers. The responses were processed by means of their transcription to text and the software for qualitative analysis Atlas. TI. The results of this research showed lack of knowledge and need for training in inclusive methodologies, as well as expressing explicit interest in the creation of support networks. Consequently, the Proposal Manual aimed at teacher training in inclusive education was built through the formation of collaborative support networks as an element that allows improving the teaching-learning process, based on the Lesson Study method. In addition, inclusive strategies such as DUA and Multilevel Teaching were proposed. It is concluded that the proposal made requires a medium or long-term time, since there is the convergence of multiple factors that still limit its execution, such as the health emergency of Covid 19. However, the application of this can be suggested already that in this way we will be fulfilling the true objective of this research, which is to improve the teaching processes in this selected educational establishment.