Faculty members who engage in inclusive pedagogy: methodological and affective strategies for teaching

Abstract

ABSTRACT In this article, 119 faculty members from 10 Spanish universities who engage in inclusive pedagogy reveal some of the methodological and affective strategies they use to motivate their students, including those with disabilities, and help them learn. The study described is a qualitative one in which one semi-structured interview was held with each participating faculty member. A system of inductive codes and categories was used for the data analysis. The results revealed that faculty members believe in and trust the capabilities of all their students. They meticulously plan their syllabus to ensure practical learning, using a diverse range of strategies and providing continuous feedback. They also adopt a student-centred teaching approach and attach value to emotional and affective aspects, as an effective strategy for learning. The study helped identify a series of practices regarding the components and methods required for constructing inclusive university communities.