{"id":4844,"date":"2021-03-28T15:53:28","date_gmt":"2021-03-28T14:53:28","guid":{"rendered":"http:\/\/revistaeco.cepcordoba.es\/?p=4844"},"modified":"2021-03-28T16:04:14","modified_gmt":"2021-03-28T15:04:14","slug":"competencias-docentes-en-la-aplicacion-de-estrategias-de-intervencion-de-aula-durante-el-proceso-de-ensenanza-aprendizaje-para-una-educacion-inclusiva-y-con-calidad-resultados-preliminares","status":"publish","type":"post","link":"https:\/\/revistaeco.cepcordoba.es\/index.php\/2021\/03\/28\/competencias-docentes-en-la-aplicacion-de-estrategias-de-intervencion-de-aula-durante-el-proceso-de-ensenanza-aprendizaje-para-una-educacion-inclusiva-y-con-calidad-resultados-preliminares\/","title":{"rendered":"COMPETENCIAS DOCENTES EN LA APLICACI\u00d3N DE ESTRATEGIAS DE INTERVENCI\u00d3N DE AULA DURANTE EL PROCESO DE ENSE\u00d1ANZA-APRENDIZAJE PARA UNA EDUCACI\u00d3N INCLUSIVA Y CON CALIDAD: RESULTADOS PRELIMINARES"},"content":{"rendered":"\n

AUTORA:<\/strong><\/h3>\n

Vilma Jones Soutt <\/strong><\/h4>\n

Universidad Internacional Iberoamericana, UNINI<\/p>\n

Resumen<\/strong><\/h4>\n

A pesar de que en los \u00faltimos a\u00f1os se ha hablado mucho del tema de inclusi\u00f3n educativa en Costa Rica, a\u00fan existen inquietudes y quejas por parte de los docentes de ense\u00f1anza regular con respecto a la falta de informaci\u00f3n y de pautas que clarifiquen sus responsabilidades en el proceso de inclusi\u00f3n. El atender al alumnado con o sin necesidades educativas especiales, en el aula regular, es un gran reto para estos, ya que se debe cumplir con los objetivos curriculares propuestos y, aplicando, diversas estrategias metodol\u00f3gicas para una gesti\u00f3n curricular de calidad que, en ocasiones, se ve afectada por la diversidad colectiva. Por lo anterior, con el objetivo de analizar las competencias docentes en la aplicaci\u00f3n de estrategias de intervenci\u00f3n en el aula durante el proceso de ense\u00f1anza-aprendizaje para una educaci\u00f3n inclusiva y de calidad en el sistema educativo de Costa Rica, se realiz\u00f3 una investigaci\u00f3n de enfoque mixto, con la participaci\u00f3n de 385 profesores de I – II Ciclo, y de III Ciclo y Educaci\u00f3n Diversificada, pertenecientes a instituciones p\u00fablicas. Entre los resultados cuantitativos preliminares se ha podido identificar que un 85% de los docentes concuerdan en que utilizar actividades alternativas de nivel de complejidad es adecuado para el progreso del alumno en el desarrollo de sus competencias, asimismo un 92% tambi\u00e9n manifiestan que aplicar estrategias metodol\u00f3gicas adaptadas durante la mediaci\u00f3n pedag\u00f3gica en funci\u00f3n de las habilidades, favorece pr\u00e1cticas inclusivas.<\/p>\n

Abstract<\/strong><\/h4>\n

Despite the fact that in recent years there has been much talk of the topic of inclusion in education in Costa Rica, there are still concerns and complaints by teachers of regular education with respect to the lack of information and guidelines that clarify their responsibilities in the process of inclusion. To attend to pupils with or without special educational needs in the regular classroom, it is a great challenge for these because it must comply with the curricular goals proposed, and implemented, various methodological strategies for a curriculum management of quality that, at times, is affected by the collective diversity. Therefore, with the aim of analyzing the competencies of teachers in the implementation of intervention strategies in the classroom during the teaching-learning process for an inclusive and quality education in the educational system of Costa Rica, an investigation was made of mixed approach, with the participation of 385 teachers of I – II Cycle, III Cycle, and Education Diversified belonging to public institutions. Between the preliminary results quantitative has been able to identify that 85% of the teachers agree that the use of alternative activities level of complexity is appropriate for the student’s progress in the development of their skills, also a 92% also state that to apply methodological strategies adapted for the pedagogical mediation depending on the skills, promotes inclusive practices.<\/p>\n

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AUTORA: Vilma Jones Soutt Universidad Internacional Iberoamericana, UNINI Resumen A pesar de que en los \u00faltimos a\u00f1os se ha hablado mucho del tema de inclusi\u00f3n educativa en Costa Rica, a\u00fan existen inquietudes y quejas por parte de los docentes de ense\u00f1anza regular con respecto a la falta de informaci\u00f3n y de pautas que clarifiquen sus … <\/p>\n

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