Publication: Diseño y evaluación de un programa de intervención para fomentar el desarrollo de competencias metacognitivas inclusivas en la formación inicial docente
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2019-05-23
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Universidad Complutense de Madrid
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Abstract
El pensamiento del alumno o alumna de Magisterio puede suponer un obstáculo para el aprendizaje de aquello que no se ajusta a sus creencias o sobre lo que no se tiene suficiente conocimiento. Esto se hace especialmente patente en materias dedicadas a la formación para el desarrollo de aulas inclusivas, puesto que las ideas del docente o futuro docente se encuentran altamente mediatizadas por lo que socialmente se considera normal y/o sano o lo que se entiende por cultura,capacidad o inteligencia así como por suposiciones acerca de las limitaciones de quien no representa estas concepciones. Asimismo, es necesario considerar que una vez convertido en un profesional en activo, el pensamiento del maestro o maestra puede ejercer una influencia importante en el de sus alumnos o alumnas,transmitiendo de forma explícita y/o implícita, una forma de entender la diversidad que no siempre es la más conveniente si se persigue que cada estudiante se sienta incluido...
The trainee teacher’s way of thinking can be an obstacle to learning what does not fit their beliefs or for which they do not have sufficient knowledge. This is especiall yevident in subjects that involve training for the development of inclusive classrooms, since their ideas can be highly influenced by what is considered socially normal and/or healthy, or by what they understand by culture, capability and intelligence, as well as by assumptions as to who is excluded by these conceptions. Furthermore, it is necessary to consider once they become an active professional, the teacher's thinking can exert a significant influence on that of his or her students, conveying explicitly and/or implicitly a way of understanding education that is not always the most convenient if it is pursued that each student feels included...
The trainee teacher’s way of thinking can be an obstacle to learning what does not fit their beliefs or for which they do not have sufficient knowledge. This is especiall yevident in subjects that involve training for the development of inclusive classrooms, since their ideas can be highly influenced by what is considered socially normal and/or healthy, or by what they understand by culture, capability and intelligence, as well as by assumptions as to who is excluded by these conceptions. Furthermore, it is necessary to consider once they become an active professional, the teacher's thinking can exert a significant influence on that of his or her students, conveying explicitly and/or implicitly a way of understanding education that is not always the most convenient if it is pursued that each student feels included...
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Tesis de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Investigación y Psicología en Educación, leída el 19/12/2018