School time and educational inclusion: A study of subjective theories of teachers

Abstract

This study sought to describe and interpret the subjective theories (STs) about school time and its relationship with the educational inclusion of teachers from three Chilean regions. This was an interpretive descriptive study with qualitative methodology and a case study design. The sample was a priori and 69 professors participated in the study. There were 47 episodic interviews and four discussion groups. Data were analyzed based on grounded theory and the technique of specific analysis of subjective theories. STs were found that relate school time to educational inclusion, a factor that mainly limited this task. This was associated with a negative emotional content of these subjective theories, which also guides the teaching action, limiting their pedagogical practices for the inclusion of students. It is concluded that teachers acknowledged the relevance of educational time and inclusion, but they were concerned about having limited training.