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October 30, 2019
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November 11, 2019
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En este artículo se analiza en qué, cómo y por qué se forman 119 profesores universitarios que han sido seleccionados por estudiantes con discapacidad por desarrollar una pedagogía inclusiva. Se realizaron entrevistas semiestructuradas a profesores de todas las áreas de conocimiento de diez universidades públicas españolas. El análisis de datos fue progresivo a través de un sistema de categorías y códigos. En los resultados se trató de dar respuesta a cuatro cuestiones: ¿en qué y cómo se forma el profesorado?; ¿por qué es necesaria su formación continua?; ¿qué capacitación es imprescindible para dar respuesta a las necesidades de los estudiantes con discapacidad?; y ¿cómo pueden mejorar las universidades la formación permanente del profesorado? El trabajo concluye con la idea de que incorporar la formación en las prácticas docentes es fundamental para construir una cultura universitaria sensible con la discapacidad.

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Enseñanza Superior profesorado universitario formación permanente del profesorado discapacidad

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Moriña, A., Aguirre García-Carpintero, A., & Doménech Vidal, A. (2019). Alumnado con Discapacidad en Educación Superior: ¿En qué, cómo y por qué se forma el profesorado universitario?. PUBLICACIONES, 49(3), 227–249. https://doi.org/10.30827/publicaciones.v49i3.11411
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