Profiling inclusive primary school teachers: With focus on transforming teacher-training processes at public educational institutions in the district of cartagena, colombia

Abstract

The main objective of this study is to profile inclusive primary school teachers at educational institutions in the District of Cartagena, Colombia. The sample consists of 91 teachers from six public primary schools. This is a mixed design study supported by both quantitative and qualitative approaches. An ad hoc questionnaire is used to survey teachers and an orientation questionnaire guide is used to survey focus groups of teachers and professionals that support students with disabilities or with exceptional talents. The results show that the new profile of inclusive teachers includes training and competency variables and the following disciplinary learning approaches: Pedagogical-didactic, psych-pedagogical, neuro-psych pedagogical, and psychiatry. It is concluded that inclusive teachers transform training processes through knowledge applied to particular situations with their students, which is accompanied by humanistic and coexistence skills. This guarantees the placement of students with and without disabilities in a regular classroom, without inferring their academic performances, and guarantees the generation of social benefits for all students.

El objetivo del presente estudio es definir el perfil del docente inclusivo de básica primaria de instituciones educativas del Distrito de Cartagena, Colombia. Participaron 91 docentes pertenecientes a seis escuelas oficiales. El estudio tiene un diseño mixto soportado por los enfoques cuantitativo y cualitativo. Se aplica un cuestionario ad hoc a docentes y una guía orientadora de preguntas a grupos focales de docentes y profesionales de apoyo especializado en estudiantes con discapacidades o talentos excepcionales. Los resultados muestran que el nuevo perfil del docente inclusivo considera las variables de formación y competencias y los enfoques disciplinares pedagógicos-didácticos, psicopedagógicos, neuro-psicopedagógicos y de la psiquiatría para el aprendizaje. Se concluye que el docente inclusivo transforma el proceso formativo mediante el conocimiento aplicado en situaciones propias, acompañado de habilidades humanísticas y de convivencia. Esto garantiza la ubicación de estudiantes con y sin discapacidad en aulas regulares de clases, sin inferir su rendimiento académico y generando beneficios sociales en la totalidad de los estudiantes.