Abstract
This paper analyzes a training program for improving inclusive teaching practices in early childhood education based on modelling activities in the classroom. The purpose is to understand how trainers offered educational assistance to teachers through the construction of joint activity for transferring control of learning. Based on this analysis, the study also proposes an interpretation of the teachers' education from a socio-constructivist perspective (Coll, 2001) and assumes that modelling is a fundamental activity for learning about teaching (Korthagen, Loughran & Russell, 2006). The methodology is qualitative (Flick, 2004) and is based on a case study (Yin, 2006) of three pairs the teachers. The results show the training potential of the program is linked to: the diversity of activities designed to achieve the individualized goals of improving teacher practice and the support process offered to teachers by the transference of control of their learning. And the possibility of maintaining the training support throughout the entire school year.
Highlights
This paper analyzes a training program for improving inclusive teaching practices in early childhood education based on modelling activities in the classroom
The results show the training potential of the program is linked to: the diversity of activities designed to achieve the individualized goals of improving teacher practice and the support process offered to teachers by the control transference of their learning and the possibility of maintaining training support throughout the school year
A mí, no se me dificulta mucho, tal vez por mi propia forma de ser, pero yo creo que ha sido a base de esa experiencia que he tenido en mi formación aquí
Summary
En los últimos años se están realizando importantes esfuerzos que intentan mejorar la educación en general y la educación inclusiva en particular. Todos estos referentes sobre estudios en procesos formativos junto con los anteriores sobre el estudio de la influencia educativa permiten plantear cómo se construye la actividad conjunta tanto en el nivel general del programa de formación (en qué situaciones participan) como en el nivel, más específico, de las situaciones de práctica docente inclusiva con modelado en el aula. A continuación, se describen los planteamientos metodológicos, los resultados de la estructura de la actividad conjunta en las situaciones de modelado de la práctica docente en el aula, los resultados sobre cómo estas formas de organización de la actividad conjunta contribuyen al traspaso del control y algunas características del programa formativo que apoyan dicho traspaso.
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