Publication: La situación de la formación en educación inclusiva en los nuevos títulos de grado de maestro en España
Authors
León Guerrero, María José
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
La nueva reforma de los planes de estudios, impulsada
por la adaptación al EEES, constituye una oportunidad
para reflexionar sobre los contenidos y las metodologías
empleadas hasta este momento en los títulos de maestro
pero, además, en relación con la educación inclusiva,
supone cambiar la concepción deficitaria que subyacía en
la mayoría de las asignaturas que los preparaban, dotando
a los futuros maestros de la perspectiva de la inclusión y
abordando los cambios necesarios para dar respuesta a
todos los alumnos. En este artículo hacemos un análisis
de las necesidades formativas de los futuros maestros para
atender a la diversidad e intentamos determinar los cambios
en los nuevos planes, para establecer si los mismos darán
respuesta a las demandas de una escuela inclusiva.
The adaptation of the curricula to the EHEA offers an opportunity to reflect on the contents and methodologies used in the training of new teachers up to now. Focusing on inclusive education, it entails a change of the old concept of “deficit” –underlying most of the courses previously taken by students– into that of “inclusion” for the future teachers to be familiar with the inclusive perspective; accordingly, strategies and contents need to be adapted to offer opportunities and answers to all students. In this article, we analyze teachers’ basic training needs to understand and be able to tackle diversity. Overall, we try to identify if the necessary changes in the new degrees will meet the demands of an inclusive school.
The adaptation of the curricula to the EHEA offers an opportunity to reflect on the contents and methodologies used in the training of new teachers up to now. Focusing on inclusive education, it entails a change of the old concept of “deficit” –underlying most of the courses previously taken by students– into that of “inclusion” for the future teachers to be familiar with the inclusive perspective; accordingly, strategies and contents need to be adapted to offer opportunities and answers to all students. In this article, we analyze teachers’ basic training needs to understand and be able to tackle diversity. Overall, we try to identify if the necessary changes in the new degrees will meet the demands of an inclusive school.
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Citation
Revista interuniversitaria de formación del profesorado, V. 25(1), N. 70, 2011
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