Actitud docente en el proceso de enseñanza aprendizaje de niños con necesidades educativas especiales transitorias de la IED Dennis Herrera de Villa
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Fecha
2021
Autores
Elles Pérez, Geisel
Martínez Vanegas, Astrid
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación tuvo como propósito generar acciones para mejorar los
procesos de enseñanza aprendizaje de niños con Necesidades educativas especiales a partir del
análisis de la actitud docente. Estas actitudes se evaluaron e interpretaron teniendo en cuenta las
dimensiones cognitiva, afectiva y conductual. Este estudio fue de tipo cualitativo y para su
realización se utilizaron técnicas como la revisión documental, la observación participante y la
entrevista semiestructura. Los principales resultados que se encontraron apuntaron a que los
docentes presentan en general una actitud favorable hacia las NEE, en cuanto a las dimensiones
conductuales y afectivas durante los procesos educativos. Por el contrario, se encontraron
actitudes negativas por parte de algunos docentes en lo que respecta a la dimensión cognitiva,
mediadas por desconocimiento de metodologías apropiadas para la enseñanza y por el uso de
herramientas inadecuadas. Finalmente se percibió especial interés por parte de estos docentes
hacia las NEET, por lo que se propusieron algunas acciones las cuales generaron dinámicas de
autorreflexión y motivación de cambio hacia la transformación de la realidad educativa de la
institución
The purpose of this research was to generate actions towards the improvement of the teaching-learning processes of children with special educational needs (SEN) through the teachers’ attitudes. These attitudes were evaluated and interpreted taking into account the cognitive, affective and behavioral dimensions. This study was of a qualitative type and for its realization, techniques such as participant observation and the semi-structural interview were used. The main results that were found pointed out that teachers generally have a favorable attitude towards SEN in terms of behavioral and affective dimensions. On the contrary, negative attitudes were found for some teachers with regard to the cognitive dimension, caused by the ignorance of the available working methods for teaching and the use of inappropriate tools. Finally, a special interest was perceived in most of these teachers towards students with SEN. In this case some actions were proposed which generated dynamics of self-reflection and motivation for change towards the transformation of the educational reality of the institution
The purpose of this research was to generate actions towards the improvement of the teaching-learning processes of children with special educational needs (SEN) through the teachers’ attitudes. These attitudes were evaluated and interpreted taking into account the cognitive, affective and behavioral dimensions. This study was of a qualitative type and for its realization, techniques such as participant observation and the semi-structural interview were used. The main results that were found pointed out that teachers generally have a favorable attitude towards SEN in terms of behavioral and affective dimensions. On the contrary, negative attitudes were found for some teachers with regard to the cognitive dimension, caused by the ignorance of the available working methods for teaching and the use of inappropriate tools. Finally, a special interest was perceived in most of these teachers towards students with SEN. In this case some actions were proposed which generated dynamics of self-reflection and motivation for change towards the transformation of the educational reality of the institution
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Palabras clave
Actitud docente, Enseñanza, Aprendizaje, Necesidades educativas especiales, Educación, Inclusión, NEET, Teachers’ attitude, Learning, Teaching, Special educational needs, Education, Inclusión, SEN