Ausencia de formación en enseñanza inclusiva vinculada con la discapacidad cognitiva para el desarrollo de la práctica pedagógica de los estudiantes de la Licenciatura en Español y Lenguas Extranjeras
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Descripción
La presente investigación tuvo como propósito describir cómo la ausencia de formación en enseñanza inclusiva vinculada con la discapacidad cognitiva afectó el desarrollo de las prácticas pedagógicas de los estudiantes de la Licenciatura en Español y Lenguas Extranjeras de la Universidad de La Salle. Para ello, se adoptó el enfoque metodológico mixto Diseño Exploratorio Secuencial (DEXPLOS), el cual combina datos cualitativos y cuantitativos. En el análisis documental, grupo focal, encuestas y entrevistas, se analizaron cuatro conceptos esenciales en la investigación: formación docente, práctica pedagógica, capacidad cognitiva y discapacidad cognitiva. El análisis reveló que la ausencia de formación en enseñanza inclusiva vinculada con la discapacidad cognitiva afectó notablemente el ejercicio docente durante el desarrollo de las prácticas pedagógicas. A partir de los hallazgos, se exploraron los problemas que originaron esta ausencia para el desarrollo de las prácticas pedagógicas, se identificaron las causas de esta ausencia y se plantearon recomendaciones para el programa de LELE en cuanto a la formación en enseñanza inclusiva vinculada con la discapacidad cognitiva. Todo esto para desarrollar una mayor conciencia y competencia en los futuros educadores para abordar eficazmente las necesidades de estudiantes con discapacidades cognitivas en sus aulas.
The purpose of this research was to describe how the absence of training in inclusive teaching linked to cognitive disability affected the development of pedagogical practices of students of the Bachelor's Degree in Spanish and Foreign Languages at La Salle University. For this purpose, the mixed methodological approach Sequential Exploratory Design (DEXPLOS) was adopted, which combines qualitative and quantitative data. In the documentary analysis, focus group, surveys and interviews, four essential concepts were analyzed in the research: teacher training, pedagogical practice, cognitive ability and cognitive disability. The analysis revealed that the absence of training in inclusive teaching linked to cognitive disability significantly affected the teaching practice during the development of pedagogical practices. Based on the findings, the problems that originated this absence for the development of pedagogical practices were explored, the causes of this absence were identified, and recommendations for the LELE program in terms of training in inclusive teaching linked to cognitive disability were put forward. All this to develop greater awareness and competence in future educators to effectively address the needs of students with cognitive disabilities in their classrooms.
The purpose of this research was to describe how the absence of training in inclusive teaching linked to cognitive disability affected the development of pedagogical practices of students of the Bachelor's Degree in Spanish and Foreign Languages at La Salle University. For this purpose, the mixed methodological approach Sequential Exploratory Design (DEXPLOS) was adopted, which combines qualitative and quantitative data. In the documentary analysis, focus group, surveys and interviews, four essential concepts were analyzed in the research: teacher training, pedagogical practice, cognitive ability and cognitive disability. The analysis revealed that the absence of training in inclusive teaching linked to cognitive disability significantly affected the teaching practice during the development of pedagogical practices. Based on the findings, the problems that originated this absence for the development of pedagogical practices were explored, the causes of this absence were identified, and recommendations for the LELE program in terms of training in inclusive teaching linked to cognitive disability were put forward. All this to develop greater awareness and competence in future educators to effectively address the needs of students with cognitive disabilities in their classrooms.
Palabras clave
Formación docente, Práctica pedagógica, Capacidad cognitiva, Discapacidad cognitiva, Educación inclusiva, Aprendizaje de lenguas