Inclusive strategies for the improvement of formative practices in early childhood education students
DOI:
https://doi.org/10.35622/Keywords:
formative practices, higher education, inclusive strategies, improvementAbstract
The current environment shows progress in integrative educational approaches with an inclusive perspective oriented towards attention to diversity and social integration. This research sought to determine the extent to which the use of inclusive strategies improved formative practices in students of the Early Childhood Education program at the Universidad Católica de Trujillo (Peru). The study was developed under a quantitative approach, with a pre-experimental single-group design with pretest and posttest, and an applied research type. The sample consisted of 60 students, selected through non-probabilistic convenience sampling. The interview technique was used for data collection and a structured questionnaire as the instrument, validated by expert judgment and with acceptable reliability determined by Cronbach's alpha coefficient. Data analysis was performed using descriptive and inferential statistics; previously, a normality test (Kolmogorov-Smirnov) was applied, whose results showed a normal distribution of the data (p > 0.05), allowing the use of parametric statistical tests. The comparison of the pretest and posttest results was carried out using the Student's t-test, which showed statistically significant differences (p < 0.05) in favor of the posttest, showing a significant increase in the level of formative practices after the application of inclusive strategies, concluding that the systematic use of these strategies is important for initial university teacher training.
References
Ancaya Martínez, M. D. C. E., Távara-Sabalú, C. D. J., & Yarin Achachagua, A. J. (2024). Estrategias en la formación docente para promover la inclusión educativa: una revisión sistemática. European Public & Social Innovation Review, 9, 1–18. https://doi.org/10.31637/epsir-2024-886
Arnaiz-Sánchez, P., De Haro-Rodríguez, R., & Caballero-García, C. (2023). Formación del profesorado para la educación inclusiva en la universidad: Competencias y necesidades formativas. Revista de educación, 393, 37-67. https://recyt.fecyt.es/index.php/Redu/article/view/89651
Baglieri, S., & Knopf, J. H. (2004). Normalizing difference in inclusive teaching. Journal of Learning Disabilities, 37(6), 525–529. https://doi.org/10.1177/00222194040370060701
CAST. (2018). Pautas del Diseño Universal para el Aprendizaje texto completo (versión 2.2) (C. Alba Pastor, P. Sánchez Hípola, J. M. Sánchez Serrano y A. Zubillaga del Río, Trads.). https://cutt.ly/CtYsaGlw
Clabaugh, A., Duque, J. F., & Fields, L. J. (2021). Academic stress and emotional well-being in United States college students following onset of the COVID-19 pandemic. Frontiers in psychology, 12, 628787. https://doi.org/10.3389/fpsyg.2021.628787
Crispel, O., & Kasperski, R. (2021). The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms. International Journal of Inclusive Education, 25(9), 1079-1090. https://doi.org/10.1080/13603116.2019.1600590
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. psychometrika, 16(3), 297-334. https://doi.org/10.1007/BF02310555
Essex, J., Alexiadou, N., & Zwozdiak-Myers, P. (2021). Understanding inclusion in teacher education–a view from student teachers in England. International Journal of Inclusive Education, 25(12), 1425-1442. https://doi.org/10.1080/13603116.2019.1614232
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage Publications.
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British educational research journal, 37(5), 813-828. https://doi.org/10.1080/01411926.2010.501096
Galicia Alarcón, L. A., Balderrama Trápaga, J. A., & Edel Navarro, R. (2017). Validez de contenido por juicio de expertos: propuesta de una herramienta virtual. Apertura (Guadalajara, Jal.), 9(2), 42-53.
García-Martínez, JA, Ruiz-Chaves, W., Chen-Quesada, E., & León-Carvajal, A. (2023). Políticas y prácticas inclusivas en centros educativos: Un estudio de su implementación y relación desde la perspectiva de los administradores. Innovaciones Educativas, 25 (39), 114–129. https://doi.org/10.22458/ie.v25i39.4662
Gibbs, G. (2019). Using assessment to support student learning, Oxford Brookes University.
Granda Encalada, V. C. (2024). Educación inclusiva en Latinoamérica. Reciamuc, 8(1), 227-235. https://doi.org/10.26820/reciamuc/8.(1).ene.2024.227-235
Hernández-Sampieri, R. & Mendoza Torres, C. P. (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. Mc Graw Hill Education.
Hurtado Chiqui, Y. M., Mendoza Ureta, R. S. & Viejó Vintimilla, A. B. (2019). Los desafíos de la formación docente inclusiva: Perspectivas desde el contexto latinoamericano. Revista Internacional de Apoyo a la Inclusión, Logopedia, Sociedad y Multiculturalidad, 5(2), 98-110. https://doi.org/10.17561/riai.v5.n2.9
Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58-71. https://doi.org/10.1080/07294360.2017.1344197
Kember, D., Leung, D. Y., & Ma, R. S. (2007). Characterizing learning environments capable of nurturing generic capabilities in higher education. Research in higher education, 48(5), 609-632. https://doi.org/10.1007/s11162-006-9037-0
López-Pastor, V., & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42(1), 77-97. https://doi.org/10.1080/02602938.2015.1083535
Ministerio de Educación. (2021). Encuesta nacional a docentes de instituciones educativas públicas de educación básica regular ENDO remota 2021. MINEDU. https://hdl.handle.net/20.500.12799/8595
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (1994). Declaración de Salamanca y marco de acción para las necesidades educativas especiales. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000098427
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2020). Global education monitoring report: Inclusion and education. UNESCO Publishing. https://cutt.ly/9tUHEgIp
Organización de las Naciones Unidas. (2006). Convención sobre los derechos de las personas con discapacidad. ONU. https://cutt.ly/itUHsG6j
Otzen, T., & Manterola, C. (2017). Técnicas de muestreo sobre una población a estudio. International Journal of Morphology, 35(1), 227-232. http://dx.doi.org/10.4067/S0717-95022017000100037
Ramos-Galarza, C. (2021). Diseños de investigación experimental. CienciAmérica, 10(1), 1-7. https://doi.org/10.33210/ca.v10i1.356
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). Association for Supervision and Curriculum Development (ASCD).
Triviño-Amigo, N., Barrios-Fernandez, S., Mañanas-Iglesias, C., Carlos-Vivas, J., Mendoza-Muñoz, M., Adsuar, J. C., ... & Rojo-Ramos, J. (2022). Spanish teachers’ perceptions of their preparation for inclusive education: the relationship between age and years of teaching experience. International Journal of Environmental Research and Public Health, 19(9), 5750. https://doi.org/10.3390/ijerph19095750
Valentín Melgarejo, T. F., Álvarez López, J. R., Oscátegui Nájera, G. J., & Espinoza Apolinario, U. (2023). Formación inicial docente y buenas prácticas pedagógicas de los estudiantes universitarios. Revista Cubana De Educación Superior, 42(3), 53–67. https://revistas.uh.cu/rces/article/view/7908
Vélez-Miranda, M. J., San Andrés Laz, E. M., & Pazmiño-Campuzano, M. F. (2020). Inclusión y su importancia en las instituciones educativas desde los mecanismos de integración del alumnado. Revista Arbitrada Interdisciplinaria Koinonía, 5(9), 5–27. https://doi.org/10.35381/r.k.v5i9.554
Vislie, L. (2003). From integration to inclusion. European Journal of Special Needs Education, 18(1), 17–35. https://doi.org/10.1080/0885625082000042294
Zumbrunn, S., McKim, C., Buhs, E., & Hawley, L. R. (2014). Support, belonging, motivation, and engagement in the college classroom: A mixed method study. Instructional Science, 42(5), 661-684. https://doi.org/10.1007/s11251-014-9310-0
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Dora Meza-Carrasco, Carmen Valverde-Meza (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
