Inclusive training: Beliefs and pedagogical practices in higher education teachers ; Formación inclusiva: concepciones y prácticas pedagógicas en docentes de educación superior
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. ; La educación es a la causa, lo que la política es a la consecuencia, y viceversa. En el marco de la Inclusión, los avances en materia de normatividad, accesibilidad y reconocimiento son notables, no obstante, las prácticas pedagógicas en los centros de formación superior distan del objetivo planteado por "la educación para todos". Para comprender el fenómeno, se realiza un barrido de las disposiciones y supuestos teóricos enmarcados en los principios de la educación inclusiva y su íntima relación con los componentes conceptuales de la formación docente. En consonancia con lo anterior, el estudio propone un diseño descriptivo evolutivo o de cohorte, de interpretación cualitativa, enmarcado en supuestos epistemológicos constructivistas y el empleo de grupos focales como estrategia de recolección de información en docentes adscritos a los programas de la facultad en ciencias de la educación ...