Resumo

MARQUEZ CABELLOS, Norma Guadalupe  e  ANDRADE SANCHEZ, Adriana Isabel. Prácticas inclusivas de estudiantes en formación docente. Educ. fís. cienc. [online]. 2020, vol.22, n.1, pp.109-109. ISSN 2314-2561.  http://dx.doi.org/https://doi.org/10.24215/23142561e109.

Offering quality education, equality, equity and relevance is not an easy task for professors of students in teacher education; because it implies challenges in how to teach, in what and how to evaluate from an inclusive vision. A quantitative investigation is presented on the inclusive practices in the training of students enrolled in the three degrees offered by the Faculty of Education Sciences of the University of Colima: Sport and Physical Education, Math Teaching and Special Education. 269 students participated completing the Guidelines for the Evaluation of Inclusive Practices in the Classroom -GEPIA- (García, Romero y Escalante, 2011). It was identified that there are highly significant differences in the perspective of the students of the three degrees in relation to good inclusive practices. We conclude that it is important to offer methodological theoretical tools to students in teacher training to attend the particularities and characteristics of the students of regular school; that is, to focus the attention of an education for all.

Palavras-chave : Teacher training; Inclusive education; Inclusive practices.

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