Competencia inclusiva en la práctica docente: análisis bibliográfico y propuesta de categorización

Abstract

Inclusive education is an essential component of regular education, which implies that teachers attend to diversity in their classrooms, therefore, it is expected that they are prepared to exercise their profession in an adequate manner. In order to know which competencies are necessary to serve students with Special Educational Needs, the objective of this research is to propose a theoretical categorization of the most relevant competencies through teaching practices by means of a review of tested instruments. To achieve this objective, a review of 24 quantitative studies assessing the competencies, perception and inclusive practices of teachers in various countries was carried out. For the selection of the instruments, certain selection criteria were established, such as keywords, year of publication, reliability index (Cronbach’s Alpha) and studies with factor analysis, to ensure the quality and validity of the construct. From the instruments analyzed, 18 tools with 87 different dimensions were identified, which were classified and conceptually categorized into five main dimensions: Pedagogical process, Inclusive practices, Collaborative work, Attitude and values, and Professional development. These categories contemplate the inclusive competencies that it is considered that teachers should possess in their professional practice. This paper aims to contribute to the review of the literature on inclusive competencies in educational practice. This is to subsequently propose a valid tool in the educational context, with which it is possible to determine, through a diagnosis, the competencies presented by teachers in middle-level educational institutions. The starting point was a detailed review of 24 scientific articles published in impact journals, in which we found different questionnaires that evaluate the inclusive competencies of teachers in various countries in Latin America, Africa, Asia, Europe, and the Middle East, in the field of inclusive education. For the selection, we mainly took into account two important aspects, firstly that they have applied factor analysis and secondly that they have a significant reliability index. As a result, we obtained 18 quantitative investigations from which we analyzed the 87 dimensions found and categorized them conceptually into Pedagogical process; Inclusion: adaptations and resources; Collaborative work; Inclusive policies, and Professional training. The results present factors in common and they agree that it is necessary to strengthen teacher training in the framework of inclusive competencies that are essential to carry out inclusive quality processes.La educación inclusiva es un componente esencial de la educación regular, que implica que los docentes atiendan a la diversidad en sus aulas, por lo tanto, se espera que estén preparados para ejercer su profesión de manera adecuada. Para conocer cuáles son las competencias necesarias para atender a estudiantes con Necesidades Educativas Especiales, el objetivo de esta investigación es proponer una categorización teórica de las competencias más relevantes a través de las prácticas docentes por medio de una revisión de instrumentos probados. Para lograr este objetivo, se llevó a cabo una revisión de 24 estudios cuantitativos que evalúan las competencias, la percepción y las prácticas inclusivas de los docentes en diversos países. Para la selección de los instrumentos, se establecieron ciertos criterios de selección, como palabras clave, año de publicación, índice de confiabilidad (Alpha de Cronbach) y estudios con análisis factorial, para garantizar la calidad y validez del constructo. A partir de los instrumentos analizados, se identificaron 18 herramientas con 87 diferentes dimensiones, que fueron clasificadas y categorizadas conceptualmente en cinco dimensiones principales: Proceso pedagógico, Prácticas inclusivas, Trabajo colaborativo, Actitud y valores y Desarrollo profesional. Estas categorías contemplan las competencias inclusivas que se considera que deberían poseer los docentes en su práctica profesional.A educação inclusiva é um componente essencial do ensino regular, o que implica que os professores atendam à diversidade em suas salas de aula. Portanto, espera-se que estejam preparados para exercer sua profissão adequadamente. Para conhecer quais são as competências necessárias para atender alunos com Necessidades Educacionais Especiais, o objetivo desta pesquisa é propor uma categorização teórica das competências mais relevantes por meio de práticas de ensino por meio de uma revisão de instrumentos comprovados. Para tanto, foi realizada uma revisão de 24 estudos quantitativos que avaliaram competências, percepções e práticas inclusivas de professores em diversos países. Para a seleção dos instrumentos, alguns critérios de seleção, como palavras-chave, ano de publicação, índice de confiabilidade (Alfa de Cronbach) e estudos com análise fatorial, foram estabelecidos para garantir a qualidade e validade de construto. A partir dos instrumentos analisados, foram identificados 18 instrumentos com 87 diferentes dimensões, as quais foram classificadas e categorizadas conceitualmente em cinco dimensões principais: Processo Pedagógico, Práticas inclusivas, Trabalho colaborativo, Atitude e valores e Desenvolvimento profissional. Essas categorias incluem as competências inclusivas que se consideram dever os professores serem considerados possuidores em sua prática profissional.