Discussion groups in teacher training: analysis of inclusive didactic strategies

Abstract

The present study analysed the use of active and participatory methodologies in teacher training, exploring inclusive didactic strategies from Universal Design for Learning (UDL), using a mixed methodology. The data were gathered through discussion groups (DG). The main aim was to promote active and participatory methodologies in higher education through the use of inclusive didactic strategies. The sample was constituted by 73 students of the Degree of Primary Education from the Faculty of Education Sciences at the University of Seville (Spain), who were organised in 20 DGs. The research instruments employed were: UDL training session sheet and DG script on inclusive educational strategies and UDL. These instruments were validated by expert judgement. The results were organised by strategy, based on UDL guidelines (quantitative data: frequencies and percentages), and the data obtained from the DG minutes (qualitative data: content analysis) were organised by UDL dimension. The results confirm that the use of different didactic strategies favours reflective and critical thinking and promotes participation, generating shared knowledge and information management in different formats using ICTs, thereby contributing to improving the quality of teacher training.