Formación docente en educación inclusiva: Revisión sistemática
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Los cambios científicos, tecnológicos y socioculturales han impulsado transformaciones en los sistemas educativos, exigiendo una formación docente orientada a la inclusión. El presente artículo tuvo como objetivo analizar estudios recientes sobre propuestas de mejora en la formación inicial y continua del profesorado para una educación inclusiva, publicados entre 2020 y 2023. Se realizó una revisión sistemática bajo los lineamientos de la declaración PRISMA 2020, seleccionando 17 artículos mediante una estrategia de búsqueda con descriptores relacionados con la formación docente y la educación inclusiva, utilizando los operadores booleanos AND y OR. Los hallazgos evidencian que el rol del docente es fundamental para garantizar una educación inclusiva, por lo que se requiere una preparación constante desde las universidades y otras instituciones formativas. Se concluye que la educación para todos se sustenta en modelos teóricos que favorecen el desarrollo integral del docente inclusivo.
Scientific, technological and sociocultural changes have driven transformations in educational systems, demanding teacher training oriented to inclusion. This article aimed to analyze recent studies on proposals for improvement in initial and continuing teacher training for inclusive education, published between 2020 and 2023. A systematic review was conducted under the guidelines of the PRISMA 2020 statement, selecting 17 articles through a search strategy with descriptors related to teacher training and inclusive education, using the Boolean operators AND and OR. The findings show that the role of the teacher is fundamental to guarantee inclusive education, which requires constant preparation from universities and other training institutions. It is concluded that education for all is based on theoretical models that favor the integral development of the inclusive teacher.
Scientific, technological and sociocultural changes have driven transformations in educational systems, demanding teacher training oriented to inclusion. This article aimed to analyze recent studies on proposals for improvement in initial and continuing teacher training for inclusive education, published between 2020 and 2023. A systematic review was conducted under the guidelines of the PRISMA 2020 statement, selecting 17 articles through a search strategy with descriptors related to teacher training and inclusive education, using the Boolean operators AND and OR. The findings show that the role of the teacher is fundamental to guarantee inclusive education, which requires constant preparation from universities and other training institutions. It is concluded that education for all is based on theoretical models that favor the integral development of the inclusive teacher.
Description
Vol. 9, No. 38