Representaciones sociales sobre la educación inclusiva de docentes en formación de la Universidad Distrital Francisco José de Caldas

Abstract

The objective of this research was to know the social representations of the teachers in training of the Francisco José de Caldas District University on Inclusive Education and the incidence of these representations in the projection of their pedagogical practices. This work was developed with teachers in training of five degrees taught by the Faculty of Sciences and Education of the UDFJC, which were: Bachelor of English, Bachelor of Spanish Language, Bachelor of Biology, Bachelor of Mathematics and Bachelor of Children's Pedagogy. Two students were chosen by degree title, for a total of ten participants. Starting from a qualitative-descriptive methodology, three phases were established for its realization: Foundation of background and theoretical references; design and application of three instruments for collecting information (association networks, focus group and semi-structured interview) and analysis of results with a view to generating recommendations to the UDFJC in relation to the training of its graduates around Inclusive Education. Among the main findings is the direct relationship that exists between the concept of inclusive education and populations with disabilities, the relationship of a more technical education associated with students with disabilities and the uncertainty of the teacher in training in relation to institutional and social support for teach in an inclusive classroom