Impacto de los Modelos Inclusivos en la Formación Inicial de Profesores en el primer Ciclo en Portugal

Rita Gusmão, David Rodrigues

Resumen

El estudio compara las prácticas de formación de profesores orientadas a la inclusión recomendadas por la Agencia Europea para el Desarrollo en la Atención a las Necesidades Educativas Especiales (AEDNEE) con las prácticas de formación inicial de profesores y profesoras de 1er. ciclo que se llevan a cabo en Portugal. Se analiza la legislación que regula el acceso a la carrera docente, los planes de estudio de los cursos, los programas de las unidades curriculares sobre Necesidades Educativas Especiales (NEE) y se entrevista a docentes responsables de las mencionadas unidades curriculares en algunas instituciones de Educación Superior en Portugal.
Los autores constatan la existencia de algunas aproximaciones entre las prácticas recomendadas por la AEDNEE. Coincidencias que, sin embargo, quedan aún lejos de poder garantizar la formación de profesores inclusivos eficaces. Resulta urgente adecuar la legislación, reestructurar los cursos e introducir contenidos y estrategias pedagógicas más eficaces en la formación inicial de profesorado para la inclusión.




Palabras clave

Formación inicial del profesorado; Inclusión; Necesidades educativas especiales (NEE); Profesores inclusivos

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Referencias

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e-ISSN: 1887-4592   https://doi.org/10.4995/redu