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dc.contributor.authorArriagada-Hernández, Carlos Roberto
dc.contributor.authorJara-Tomckowiack, Lorena
dc.contributor.authorCalzadilla-Pérez, Oscar Ovidio
dc.date.accessioned2021-06-08T04:58:09Z
dc.date.available2021-06-08T04:58:09Z
dc.date.issued2021
dc.identifier10.4067/S0718-07052021000100175
dc.identifier.issn0716050X
dc.identifier.urihttps://hdl.handle.net/20.500.12728/8919
dc.description.abstractIn Chile, the teams of the School Integration Program have the challenge of empowering teachers in the application of co-teaching as a collaborative work strategy for attention to diversity and educational inclusion. The study carried out was oriented towards the analysis of teachers’ perception of the practices of multidisciplinary teams for the implementation of co-teaching in five establishments of the Fundación del Magisterio de La Araucanía located in two regions of the country. A qualitative research was carried out with the use of the interview and the documentary analysis. Four semantic networks were obtained and their interpretation yielded inferences about the factors that limit or favor co-teaching practices, educational inclusion, the role of directive management and its coherence with the teams of the School Integration Program, and the improvement of practices in the classroom.es_ES
dc.language.isoenes_ES
dc.publisherUniversidad Austral de Chilees_ES
dc.subjectco-educaciónes_ES
dc.subjectco-educationes_ES
dc.subjectcollaborative workes_ES
dc.subjecteducación diferenciales_ES
dc.subjecteducación especiales_ES
dc.subjectformación de docentees_ES
dc.subjectspecial educationes_ES
dc.subjectteacher traininges_ES
dc.subjecttrabajo colaborativoes_ES
dc.titleThe co-teaching from inclusive approaches for the teams of the School Integration Programes_ES
dc.title.alternativeLa co-enseñanza desde enfoques inclusivos para los equipos del Programa de Integración Escolares_ES
dc.typeArticlees_ES


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