Factores de incidencia en la percepción del docente de Educación Secundaria griego hacia la educación inclusiva

Eloísa Reche Urbano; Eirini Boli; Begoña E. Sampedro Requena; Belén Quintero Ordóñez

doi:10.30827/relieve.v30i1.26761

Autores

Eloísa Reche Urbano University of Cordoba https://orcid.org/0000-0001-7403-4332
Eirini Boli 2ª Escuela Secundaria de Kalymnos
Begoña E. Sampedro Requena University of Cordoba https://orcid.org/0000-0002-5617-0135
Belén Quintero Ordóñez University of Cordoba https://orcid.org/0000-0001-7458-6591

DOI:

https://doi.org/10.30827/relieve.v30i1.26761

Palavras-chave:

Educação inclusiva, ensino secundário, atitudes face à inclusão, professores

Resumo

A educação inclusiva continua a ser um dos desafios que os professores enfrentam nas salas de aula regulares, sendo a atenção à diversidade um dos fatores condicionantes do processo de aprendizagem e do desenvolvimento de competências sociais na escola. Neste domínio, os aspetos atitudinais do professor em relação à inclusão e à eficácia do ensino na promoção da igualdade de oportunidades para os alunos estão ainda a ser estudados. O objetivo desta investigação foi analisar o nível de eficácia pedagógica dos professores do ensino secundário na Grécia, ao lidarem com a diversidade dos alunos na sala de aula normal, e determinar os fatores que afetam as sensações, as atitudes e as preocupações destes professores no desempenho desta tarefa. Este estudo responde a um design não-experimental, descritivo e correlacional, em que foi utilizado um questionário para recolher informação. Participaram 339 professores de 39 escolas da prefeitura de Kavala (Grécia). Os resultados revelam que se sentem capacitados para responder às especificidades dos alunos, sendo os fatores mediadores das sensações e preocupações: a eficácia nas estratégias de ensino e a diferenciação nos resultados da aprendizagem. Além disso, verificou-se que a eficácia da participação dos alunos afeta diretamente as atitudes em relação à inclusão, bem como a preocupação do professor.

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Biografia do Autor

Eloísa Reche Urbano, University of Cordoba

Associate Professor in the Department of Specific Didactics, specializing in Didactics of Visual Arts, at the University of Córdoba (Spain). Member of the research group SEJ-623 (EDMETIC: Media Education and ICT) of the Andalusian Government and member of the Interuniversity Association of Pedagogical Research (AIDIPE). Her research lines focus on higher education, educational environments, media education, teaching innovation, education/artistic expression and test building.

Author contribution: ERU participated in the conceptualization, data analysis, writing, review and editing.

Conflict of interest statement: ERU state that they have no conflicts of interest in writing the present article.

Eirini Boli, 2ª Escuela Secundaria de Kalymnos

Special Educator in Parallel Support for SEN students at the Kalymnos´ Secondary School (Greece). Graduate in Classical Literary Literature at Siena´s University (Italy), Master´s Degree in Didactic Design of Competences at the Inclusion´s School at Suor Orsola´s University and Master´s Degree in Special Education, at Frederick´s University (Cyprus).

Author contribution: EB participated in the conceptualization, writing, the formulation of conclusions and the discussion.

Conflict of interest statement: EB state that they have no conflicts of interest in writing the present article.

Begoña E. Sampedro Requena, University of Cordoba

Associate Professor in the Department of Education, specializing in Didactics and School Organization (DOE) at the University of Córdoba (Spain). Member of the research group SEJ-623 (EDMETIC: Media Education and ICT) of the Regional Government of Andalusia. Her research focuses on technologies applied to education, including the emerging ones; inclusive education and digital tools, learning difficulties; and use of technological means such as video games in the teaching – learning process.

Author contribution: BESR participated in the conceptualization, writing and data analysis.

Conflict of interest statement: BESR state that they have no conflicts of interest in writing the present article.

Belén Quintero Ordóñez, University of Cordoba

Associate Professor in the area Department of Education, specializing in Research Methods and Educational Diagnosis (MIDE) at the University of Córdoba (Spain). Member of the Research Group SEJ-049 (Educational Evaluation and Innovation) of the Andalusian Government and member of the Interuniversity Association of Pedagogical Research (AIDIPE). Her research interests focus on vulnerable environments, drugs prevention, techno-addictions, skills training and attention to diversity.

Author contribution: BQO participated in the conceptualization, writing, the formulation of conclusions and the discussion.

Conflict of interest statement: BQO state that they have no conflicts of interest in writing the present article.

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