| Journal: | Assensus |
| Database: | CLASE |
| System number: | 000534825 |
| ISSN: | 2619-3884 |
| Authors: | Bernal Martínez, Mirna Patricia1 Figueroa Molina, Roberto Enrique1 Thorné Torné, Roberto Carlos1 |
| Institutions: | 1Universidad del Atlántico, Barranquilla, Atlántico;. Colombia |
| Year: | 2022 |
| Season: | Mar-Jun |
| Volumen: | 7 |
| Number: | 12 |
| Pages: | 234-251 |
| Country: | Colombia |
| Language: | Español |
| Document type: | Artículo |
| Approach: | Analítico |
| Spanish abstract | En este documento se muestran los resultados de un estudio que buscó identificar las metas educativas u objetivos educativos de los estudiantes de la Universidad del Atlántico en el escenario de la educación remota. Para su cumplimiento, se optó por un diseño de investigación de corte descriptivo-transversal-no experimental, la muestra corresponde a estudiantes de las diez (10) facultades de la Universidad del Atlántico (N=1022), a partir de un muestreo aleatorio simple y una escala tipo Likert para la recolección de los datos. Con base en las evidencias y las estadísticas producto de la sistematización de los resultados, existen disparidades entre la realidad descrita por los estudiantes quienes optaron en la escala por la metodología presencial, frente al cambio de paradigma producto del Covid-19 y las percepciones sobre el uso de las tecnologías |
| English abstract | Education is to the cause, what politics is to the consequence, and vice versa. In terms of Inclusion, advances related to regulations, accessibility, and recognition are notable. However, pedagogical practices in higher education are far from the objective proposed by "the education for all". To understand the phenomenon, it is presented a theoretical framework based on the principles of inclusive education and their intimate relationship with the conceptual components of teacher training. According to that statement, this study suggests an evolutionary or cohort descriptive design, of qualitative interpretation, framed in constructivist epistemological approach and the use of focus groups as an information collection strategy in teachers assigned to the programs of the faculty in science of education from the Universidad del Atlántico. The data were collated throughout specialized literature and understood from the qualitative analysis, to finally obtain a descriptive-argumentative reflection of the inclusive teacher training processes, as well as the main pedagogical conceptions and practices provided by its teaching staff |
| Disciplines: | Educación, Sociología |
| Keyword: | Educación inclusiva, Sistemas educativos, Aprendizaje, Capacitación y enseñanza técnica, Enseñanza-aprendizaje, Formación docente, Educación superior |
| Keyword: | Inclusive education, Educational systems, Learning, Training and technical education, Enseñanza-aprendizaje, Teacher training, Educación superior |
| Full text: | https://revistas.unicordoba.edu.co/index.php/assensus/article/view/2953/3969 |
