Work

Prácticas docentes en materia de competencia comunicativa que facilitan la inclusión de niños y niñas en situación de vulnerabilidad

Year: 2024

Type: article

Abstract: Classroom diversity, as a space oriented to the full development of its learners requires various inclusive practices that bridge gaps and favor collaborative and respectful work, thus promoting a democratic and dialogic space. This article seeks to describe the communicative teaching practices that favor inclusion in elementary classrooms in Chile, by identifying their effect on the students from the perspective of teachers. To achieve this objective, a two-phase study was carried out: 123 teachers from different regions of Chile participated in the first phase responding to a quantitative instrument; 21 teachers participated in the second phase through a semi-structured interview. The main findings are related to teaching strategies, not very intentional although systematic, but which comply with the diversity, evaluation and self-evaluation components, and also favored the students’ protagonism in their learning process.

Source: Revista CS

DOI: 10.18046/recs.i44.08

Authors: Pamela Soledad Castillo-Mardones, Katherine Villalobos-Muñoz, Marta Gràcia-Garcia

Institutions: University of Concepción, Universidad Internacional de La Rioja, Universitat de Barcelona

Language: English

Topic: Inclusive Education and Diversity

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: diamond

OpenAlex ID: W4404070671

FWCI:

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Related to: 10