The challenge of higher teacher training for educational inclusion: a look from the University

Salas-Bedoya P.D.C.; Cárdenas Herrera M.; Yábar-Vega B.Y.P.; Salas-Valdivia E.T.; Álvarez G.L.C.; Bedoya-Chanove J.D.C.; Castro N.R.M.V. · RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao (2024)

Resumen

The study aims to offer a new perspective to university students in training. The methodological approach used is basic and correlational. The research is explanatory, non-experimental and transversal. A sample of 114 elements was used, whose data were collected through surveys and analyzed with the SPSS v statistical software. 29. The results indicate a need for improvement in teacher training (55.26%) to strengthen the professional identity of students. Likewise, the opportunity for improvement in educational inclusion (52.64%), which is essential to achieve teaching-learning objectives and address ethical dilemmas and decisions within the university context. In conclusion, a high and significant positive correlation (0.814) was found between teacher training and educational inclusion, underlining the importance of higher teacher training in promoting educational inclusion.

Instituciones: Universidad Privada de Tacna; Universidad Nacional Jorge Basadre Grohmann