Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education
![Thumbnail](/xmlui/bitstream/handle/10234/192834/74611.pdf.jpg?sequence=5&isAllowed=y)
View/ Open
Impact
![Google Scholar](/xmlui/themes/Mirage2/images/uji/logo_google.png)
![Microsoft Academico](/xmlui/themes/Mirage2/images/uji/logo_microsoft.png)
Metadata
Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174801
comunitat-uji-handle3:10234/174813
comunitat-uji-handle4:
INVESTIGACIONMetadata
Title
Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher EducationAuthor (s)
Date
2021Publisher
MDPIBibliographic citation
Cotán, A.; Aguirre, A.; Morgado, B.; Melero, N. Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education. Sustainability 2021, 13, 3031. https://doi.org/10.3390/su13063031Type
info:eu-repo/semantics/articlePublisher version
https://www.mdpi.com/2071-1050/13/6/3031Version
info:eu-repo/semantics/publishedVersionSubject
Abstract
This study presents findings that can pose an advancement in the development of inclusive
teaching practices in the university scope. The aim of this work was to understand the methodological
strategies that inclusive ... [+]
This study presents findings that can pose an advancement in the development of inclusive
teaching practices in the university scope. The aim of this work was to understand the methodological
strategies that inclusive faculty members use in their classrooms and the difficulties that they find
in the implementation of such strategies. A total of 119 faculty members from different fields of
knowledge of 10 Spanish universities participated in this study. The data were gathered through
semi-structured interviews and later analysed using an inductive system of categories and codes with
computer software MaxQDA 12. The obtained data show the actions that these faculty members take
to interact with their students, the methodologies they use to teach, the strategies they implement to
promote their learning and the difficulties that hinder their inclusive practice in the classroom. This
study concludes that there are faculty members who are committed to designing teaching projects
based on the principles of Universal Design for Learning. They developing active methodologies
in the classroom and attending to the diversity of the students through the necessary support and
adjustments, from the approach of inclusive pedagogy. [-]
Is part of
Sustainability 2021, 13, 3031.Funder Name
Ministerio de Ciencia e Innovación | FEDER
Project code
EDU2016-76587-R
Project title or grant
“Inclusive Pedagogy in the University: The Opinions of Faculty Members”
Rights
info:eu-repo/semantics/openAccess
This item appears in the folowing collection(s)
- PDCSLL_Articles [313]
The following license files are associated with this item:
Except where otherwise noted, this item's license is described as © 2021 by the authors.
Licensee MDPI, Basel, Switzerland.
This article is an open access article
distributed under the terms and
conditions of the Creative Commons
Attribution (CC BY) license (https://
creativecommons.org/licenses/by/
4.0/).