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Ecologies of Learning for Inclusive Pedagogy in Spanish Secondary Education
dc.contributor.author | Inmaculada, Orozco | |
dc.contributor.author | Moriña, Anabel | |
dc.date.accessioned | 2024-03-22T13:31:50Z | |
dc.date.available | 2024-03-22T13:31:50Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Orozco, I., & Moriña, A. (2023). Ecologies of Learning for Inclusive Pedagogy in Spanish Secondary Education. Australian Journal of Teacher Education, 48(5). https://doi.org/10.14221/1835-517X.5783 | ca_CA |
dc.identifier.issn | 1835-517X | |
dc.identifier.issn | 0313-5373 | |
dc.identifier.uri | http://hdl.handle.net/10234/206284 | |
dc.description.abstract | From the theoretical basis of the ecology of learning and inclusive pedagogy, this article explores the activities, resources and interactions practised by 25 Spanish teachers in compulsory secondary education. This qualitative study involved semi-structured and individual interviews. A progressive analysis of the data was carried out using an inductive system of categories and codes. The results show that the activities were varied and all of them put students at the centre of the teaching-learning process. The resources that stood out were new technologies and peer support. Interactions were characterised by the need to nurture affection and get to know and motivate students. This paper concludes that these practices can help other teachers, school management teams, counsellors and teacher training centres to rethink the meaning of "diversification of learning" and to transform the curriculum from a more just, democratic and inclusive perspective. | ca_CA |
dc.format.extent | 17 p. | ca_CA |
dc.format.mimetype | application/pdf | ca_CA |
dc.language.iso | eng | ca_CA |
dc.publisher | Graylands Teachers College | ca_CA |
dc.relation | Pedagogía inclusiva en la universidad: narrativas del profesorado | ca_CA |
dc.relation.isPartOf | Australian Journal of Teacher Education, 2023, vol. 48, no 5 | ca_CA |
dc.rights.uri | http://rightsstatements.org/vocab/CNE/1.0/ | ca_CA |
dc.subject | learning ecologies | ca_CA |
dc.subject | inclusive pedagogy | ca_CA |
dc.subject | secondary education | ca_CA |
dc.subject | qualitative research | ca_CA |
dc.title | Ecologies of Learning for Inclusive Pedagogy in Spanish Secondary Education | ca_CA |
dc.type | info:eu-repo/semantics/article | ca_CA |
dc.identifier.doi | https://doi.org/10.14221/1835-517X.5783 | |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | ca_CA |
dc.relation.publisherVersion | https://ro.ecu.edu.au/ajte/vol48/iss5/1/ | ca_CA |
dc.description.sponsorship | This work was supported by the Ministry of Science, Innovation and Universities of Spain, State Research Agency and FEDER funds European Union [grant numbers EDU2016-76587-R/ Feder Funds] and Spanish Goverment (grant FPU2017/01209). Furthermore, this paper is part of a Juan de la Cierva postdoctoral fellowship (JDC2022-049600-I), funded by the Spanish Ministry of Science, Innovation and Universities/State Agency/10.13039/501100011033 and by the European Union "NextGenerationEU"/PRTR. | |
dc.type.version | info:eu-repo/semantics/publishedVersion | ca_CA |
project.funder.name | Ministerio de Economía y Competitividad (España) | ca_CA |
project.funder.name | Ministerio de Ciencia, Innovación y Universidades | ca_CA |
oaire.awardNumber | MINECO/ICTI2013-2016/EDU2016-76587-R | ca_CA |
oaire.awardNumber | FPU2017/01209 | ca_CA |
oaire.awardNumber | JDC2022-049600-I | ca_CA |
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