El desarrollo de la voz inclusiva durante la participación en una comunidad profesional de aprendizaje
Year: 2024
Type: article
Study design: Observational Study
Abstract: Educational quality implies considering diversity and inclusion as a fundamental challenge in the search for equity, justice, and democracy. Likewise, professional identity linked to inclusion is still a controversial and unfinished issue. From the dialogical perspective, this study identifies and conceptualizes to what extent the repertoire of positions of a group of teachers shares or does not share an inclusive voice and how they evolve, identifying characteristics more and less easily modified. We use a descriptive longitudinal design and analyze the development of teaching positions and voices (hybrid and inclusive) over an academic year. The study identifies four most frequent identity positions, among them I as a promoter of positive learning environments that has an ease to transit an inclusive voice; on the contrary, the position I as a planner and designer of teaching and learning processes presents difficulties to be reconstructed as inclusive.
Source: Revista CS
DOI: 10.18046/recs.i44.07
Authors: Carla Meneses-Pinto, Eva Liesa
Institution: Universitat Ramon Llull
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4404070691