Qualitative Study From Research Action Around The Continuing Training Of Teachers And Attention To Primary Student Diversity In Chile

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José Manuel Medina, Daniela Cabrera, Catalina Videla, Marlen Sierra


The challenges of inclusive education in Chile have been manifested since the 90s, today new guidelines are declared that contribute to comprehensiveness to address diversity. One of these guidelines has as its main figure the teaching role and the educational processes that are developed in the classroom context, encompassing practices, methodologies, management, evaluation and other areas. For the teacher to be able to act and make effective the proposals for pedagogical and disciplinary purposes, they must be permanently trained, giving an inclusive educational response, recognizing the capacity gaps in the exercise of teaching for the attention to diversity from an inclusive approach, so It requires permanent reflection on this phenomenon. The main objective of this research is to publicize the training needs of first and second cycle teachers to pay attention to the diversity of the San José School in the Recoleta commune. For this, this research uses qualitative methodology, through action research through focus groups and field notes. The findings based on training from the discipline and permanent training needs reveal a cross-sectional capacity gap in disciplinary and pedagogical processes for attention to diversity. Regardless of their initial training as teachers, the disciplinary and pedagogical aspects are hampered and will influence the practices they carry out, resulting in poor attention to diversity and requiring, from the voice of those involved, constant training to give an effective response that cater to diversity.

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