| Revista: | Horizonte pedagógico (La Habana) |
| Base de datos: | |
| Número de sistema: | 000568300 |
| ISSN: | 2310-3648 |
| Autors: | Pérez Puentes, Leyna Amanda1 Salazar Soler, Arianna de la Caridad2 |
| Institucions: | 1Coordinadora de la Escuela Primaria Elio Llerena. La Habana. Cuba, 2Centro de Estudios Sobre la Juventud, La Habana. Cuba, |
| Any: | 2023 |
| Volum: | 12 |
| Número: | 3 |
| País: | Cuba |
| Idioma: | Español |
| Resumen en inglés | The preparation of primary school teachers is a priority given the increasing transformations and demands faced by the educational context of the world today. This has allowed the identification of deficiencies in their preparation regarding situations that arise in Cuban schools, including working with students with neurodevelopmental disorders. The objective of this research is to propose a pedagogical strategy to primary school teachers to enhance the educational inclusion of students with neurodevelopmental disorders. Empirical, theoretical, and statistical-mathematical methods were used for the realization of this research, which allowed identifying deficiencies in teacher preparation and making an accurate diagnosis of the current situation they were in. A survey, observation guide, and document analysis were conducted for this purpose. The design and implementation of a pedagogical strategy yielded satisfactory results based on the criterion of the receiving user. These results lie in the improvement of teachers' preparation, both personally and professionally, as networks of support with other teachers in the same situation were strengthened. Furthermore, there is evidence of greater motivation on their part to plan, organize, and implement actions that include students with neurodevelopmental disorders. The relevance of this research lies in the forms of teacher preparation from a perspective of addressing diversity. |
| Resumen en español | La preparación del maestro primario constituye una prioridad ante las crecientes transformaciones y exigencias a las que se enfrenta el contexto educacional del mundo actual, lo cual ha permitido identificar que existen carencias en la preparación de los mismos en relación con situaciones que se presentan en las escuelas cubanas; entre estas se encuentran el trabajo con los educandos con trastornos del neurodesarrollo. La presente investigación tiene como objetivo proponer una estrategia pedagógica a los maestros de una escuela primaria para potenciar la inclusión educativa de los alumnos con trastornos del neurodesarrollo. Para la realización del mismo se utilizaron métodos empíricos, teóricos y estadístico-matemáticos que permitieron la identificación de insuficiencias en cuanto a la preparación del maestro y realizar un diagnóstico certero de la situación actual en la que se encontraban; para ello se realizó una encuesta, una guía de observación y el análisis documental. El diseño y aplicación de una estrategia pedagógica arrojó resultados satisfactorios mediante la aplicación del criterio de usuario receptor; los mismos radican en el mejoramiento de la preparación de los maestros, tanto personal como profesional, ya que se fortalecieron las redes de apoyo con otros maestros en la misma situación; además se evidencia una mayor motivación por parte de los mismos para planificar , organizar y ejecutar acciones que incluyan a los alumnos con trastornos del neurodesarrollo. La actualidad de esta investigación se encuentra en las formas de preparación del maestro desde una perspectiva de atención a la diversidad.Abstract: The preparation of primary school teachers is a priority given the increasing transformations and demands faced by the educational context of the world today. This has allowed the identification of deficiencies in their preparation regarding situations that arise in Cuban schools, including working with students with neurodevelopmental disorders. The objective of this research is to propose a pedagogical strategy to primary school teachers to enhance the educational inclusion of students with neurodevelopmental disorders. Empirical, theoretical, and statistical-mathematical methods were used for the realization of this research, which allowed identifying deficiencies in teacher preparation and making an accurate diagnosis of the current situation they were in. A survey, observation guide, and document analysis were conducted for this purpose. The design and implementation of a pedagogical strategy yielded satisfactory results based on the criterion of the receiving user. These results lie in the improvement of teachers' preparation, both personally and professionally, as networks of support with other teachers in the same situation were strengthened. Furthermore, there is evidence of greater motivation on their part to plan, organize, and implement actions that include students with neurodevelopmental disorders. The relevance of this research lies in the forms of teacher preparation from a perspective of addressing diversity.Keywords: teacher preparation, educational inclusion, pedagogical strategy. |
| Paraules clau: | estrategia pedagógica, preparación del maestro, inclusión educativa |
| Keyword: | teacher preparation, educational inclusion, pedagogical strategy |
| Text complet: | Texto completo (Ver PDF) Texto completo (Ver HTML) |
