Publication: ¿Para qué sirve la investigación? Transfiriendo conocimiento para la formación de docentes universitarios en educación inclusiva
Authors
Buenestado-Fernández, Mariana ; García-Cano Torrico, María ; Hinojosa Pareja, Eva Francisca ; Jiménez Millán, Azahara
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v98i37.1.94750
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info:eu-repo/semantics/article
Description
Abstract
A pesar de que la agenda política actual explicita la
importancia de generar procesos de transferencia, son
pocas las evidencias sobre el impacto directo de los
resultados obtenidos en proyectos I+D+I en el diseño de
políticas educativas, más allá de recomendaciones. Se
desconoce en gran medida su aplicabilidad en la mejora de
los procesos educativos e institucionales y, más
concretamente, en modelos formativos concretos. El
artículo somete a revisión sistemática la producción
científica derivada de un proyecto nacional de investigación
sobre la institucionalización de la educación inclusiva en la
universidad con el objeto de transferir dicho conocimiento
con consistencia y rigor. Se analizaron un total de 26
producciones científicas que dan cuenta del discurso de los
actores de la universidad y de los resultados de proyectos
piloto aplicados en distintas áreas de institucionalización.
En dicha producción se señala la formación docente como
motor de cambio y avance hacia la inclusión en la
institución. A diferencia de la tradicional transmisión de
conocimientos científicos en el campo de las ciencias de la
educación, este trabajo aporta como novedad un modelo
aplicable en la formación del profesorado universitario
como ejercicio de transferencia con implicaciones para las
prácticas y las políticas universitarias. Al mismo tiempo,
este modelo se contextualiza con el estudio de la oferta
formativa sobre la educación inclusiva en las universidades
españolas, en el que se evidencia su estado incipiente de
institucionalización como línea estratégica y con una visión
parcelaria de determinados rasgos de diversidad en los
planes de formación docente.
Even though the current political agenda makes explicit the importance of generating transfer processes, there is little evidence on the direct impact of the results obtained in R&D projects in the design of educational policies, beyond recommendations. Its applicability in improving educational and institutional processes and, more specifically, in specific training models is largely unknown. The article submits to a systematic review the scientific production derived from a national research project on the institutionalization of inclusive education in the university to transfer said knowledge with consistency and rigor. A total of 26 scientific productions that account for the discourse of university actors and the results of pilot projects applied in different areas of institutionalization were analysed. In said production, teacher training is pointed out as an engine of change and progress towards inclusion in the institution. Unlike the traditional transmission of scientific knowledge in the field of educational sciences, this work provides as a novelty an applicable model in the training of university teachers as a transfer exercise with implications for university practices and policies. At the same time, this model is contextualized with the study of the training offer on inclusive education in Spanish universities, in which its incipient state of institutionalization is evidenced as a strategic line and with a fragmentary vision of certain features of diversity in the plans. of teacher training.
Even though the current political agenda makes explicit the importance of generating transfer processes, there is little evidence on the direct impact of the results obtained in R&D projects in the design of educational policies, beyond recommendations. Its applicability in improving educational and institutional processes and, more specifically, in specific training models is largely unknown. The article submits to a systematic review the scientific production derived from a national research project on the institutionalization of inclusive education in the university to transfer said knowledge with consistency and rigor. A total of 26 scientific productions that account for the discourse of university actors and the results of pilot projects applied in different areas of institutionalization were analysed. In said production, teacher training is pointed out as an engine of change and progress towards inclusion in the institution. Unlike the traditional transmission of scientific knowledge in the field of educational sciences, this work provides as a novelty an applicable model in the training of university teachers as a transfer exercise with implications for university practices and policies. At the same time, this model is contextualized with the study of the training offer on inclusive education in Spanish universities, in which its incipient state of institutionalization is evidenced as a strategic line and with a fragmentary vision of certain features of diversity in the plans. of teacher training.
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Citation
Revista interuniversitaria de formación del profesorado, V. 37(1), N. 98, 2023
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