Inclusive competence in teaching practice: bibliographic analysis and categorization proposal

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Published: Jan 15, 2024
Updated: 2024-01-15
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2024-01-15 (9)
DOI: https://doi.org/10.17163/alt.v18n2.2023.02
Keywords:
Inclusive education, teacher competencies, questionnaire, teacher training, educational needs

Main Article Content

Tania Laspina-Olmedo
Universidad de Deusto
https://orcid.org/0000-0003-4482-8021
Delfín Montero
Universidad de Deusto
https://orcid.org/0000-0001-6326-3308

Abstract

Inclusive education is an essential component of regular education, which implies that teachers attend to diversity in their classrooms, therefore, it is expected that they are prepared to exercise their profession in an adequate manner. In order to know which competencies are necessary to serve students with Special Educational Needs, the objective of this research is to propose a theoretical categorization of the most relevant competencies through teaching practices by means of a review of tested instruments. To achieve this objective, a review of 24 quantitative studies assessing the competencies, perception and inclusive practices of teachers in various countries was carried out. For the selection of the instruments, certain selection criteria were established, such as keywords, year of publication, reliability index (Cronbach’s Alpha) and studies with factor analysis, to ensure the quality and validity of the construct. From the instruments analyzed, 18 tools with 87 different dimensions were identified, which were classified and conceptually categorized into five main dimensions: Pedagogical process, Inclusive practices, Collaborative work, Attitude and values, and Professional development. These categories contemplate the inclusive competencies that it is considered that teachers should possess in their professional practice. This paper aims to contribute to the review of the literature on inclusive competencies in educational practice. This is to subsequently propose a valid tool in the educational context, with which it is possible to determine, through a diagnosis, the competencies presented by teachers in middle-level educational institutions. The starting point was a detailed review of 24 scientific articles published in impact journals, in which we found different questionnaires that evaluate the inclusive competencies of teachers in various countries in Latin America, Africa, Asia, Europe, and the Middle East, in the field of inclusive education. For the selection, we mainly took into account two important aspects, firstly that they have applied factor analysis and secondly that they have a significant reliability index. As a result, we obtained 18 quantitative investigations from which we analyzed the 87 dimensions found and categorized them conceptually into Pedagogical process; Inclusion: adaptations and resources; Collaborative work; Inclusive policies, and Professional training. The results present factors in common and they agree that it is necessary to strengthen teacher training in the framework of inclusive competencies that are essential to carry out inclusive quality processes.

Article Details

Issue
Vol. 18 No. 2 (2023): (July-December 2023): Social pedagogy through ICT: Strategies and educational practices
Section
Central Theme
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