El desarrollo de la voz inclusiva durante la participación en una comunidad profesional de aprendizaje

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.