Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as

Autores/as

DOI:

https://doi.org/10.12795/revistafuentes.2021.v23.i1.12291

Palabras clave:

Aulas de comunicación y lenguaje, educación inclusiva, formación de docentes, futuros maestros de educación infantil, futuros maestros de educación primaria

Resumen

Uno de los recursos regulados para la adecuada inclusión de alumnado con necesidades específicas de apoyo educativo (NEAE) en centros educativos ordinarios en la Comunidad Valenciana son las aulas de comunicación y lenguaje (CyL). El éxito de este recurso depende, entre otros aspectos, de los conocimientos que tenga el profesorado tanto generalista como especialista sobre su funcionamento. Es por ello que el objetivo del presente trabajo es analizar los conocimientos, los errores y las lagunas de los estudiantes de último curso de los grados de Maestro/a en Educación Infantil y de Maestro/a en Educación Primaria sobre el funcionamiento de estas aulas. Asimismo, se comparan los resultados obtenidos por los estudiantes de las menciones de Pedagogía Terapéutica (PT) y Audición y Lenguaje (AL) con el resto de menciones. Para este análisis se ha emplado un instrumento de evaluación de tipo cuantiativo. Los resultados indican un menor conocimiento de los futuros maestros generalistas en comparación a los futuros maestros de educación especial, lo cual supone implicaciones poco favorables para la inclusión educativa. Los resultados sugieren la necesidad de ofrecer una formación más amplia e igualitaria para todos los grados y menciones en contenidos relacionados con la educación especial para garantizar prácticas inclusivas de calidad en las escuelas.

Abstract

One of the main resources to promote the inclusion of students with special educational needs in Valencian Community regular schools are the communication and language classrooms. The success of this resource depends, among other aspects, on the knowledge that both regular and special educational teachers have about its functioning. For this reason, the aim of this work is to analyze the knowledge, misconceptions, and gaps about the functioning of these classrooms that early childhood education and primary education pre-service teachers have in their final year at university. Likewise, the results obtained by special educational pre-service teachers are compared to the results obtained by regular pre-service teachers. To do this analysis, a quantitative assessment instrument has been used. Results indicate a lower knowledge of regular pre-service teachers compared to special educational pre-service teachers, which leads to unfavorable implications for educational inclusion. The results suggest the need to offer a broader and more equal training related to special education for all pre-service teachers in order to guarantee inclusive quality practices in schools.

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Biografía del autor/a

Irene Lacruz-Pérez, Universidad de Valencia

Personal Investigador en Formación en el Departamento de Didáctica y Organización Escolar de la Universitat de València. 

Pilar Sanz-Cervera, Universidad de Valencia

Doctora en Educación. Profesora ayudante doctor del Departamento de Didáctica y Organización Escolar de la Universitat de València. 

Gemma Pastor-Cerezuela, Universidad de Valencia

Doctora en Psicología. Profesora titular en el Dpto. de Psicología Básica de la Universidad de Valencia. 

Raúl Tárraga-Mínguez, Universidad de Valencia

Doctor en Psicopedagogía. Profesor titular en el Dpto. de Didáctica y Organización Escolar de la Universidad de Valencia. 

Citas

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Publicado

2021-01-31

Cómo citar

Lacruz-Pérez, I., Sanz-Cervera, P., Pastor-Cerezuela, G., & Tárraga-Mínguez, R. (2021). Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as. Revista Fuentes, 23(1), 53–63. https://doi.org/10.12795/revistafuentes.2021.v23.i1.12291

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