Aprendizaje inclusivo, enseñanza agente: Formar futuros docentes para una práctica transformadora
DOI:
https://doi.org/10.21556/edutec.2025.93.3901Palabras clave:
agencia, adquisición del idioma, educación inclusiva, formación docente, investigación basada en diseñoResumen
La transformación educativa es crucial para el desarrollo de la agencia en el siglo XXI. Fomentar la agencia personal y profesional de los futuros educadores les prepara para afrontar los desafíos e inspirar la innovación. La agencia, como la autodeterminación y la capacidad de impulsar el cambio comunitario, es vital para el desarrollo continuo. En el context de la adquisición del inglés surgió como una cualidad fundamental para los futuros docentes en una investigación basada en diseño. Se implementó en una institucion pública de formación de profesores en educación especial (2023-2024), integrando Braille y lengua de señas mexicana para apoyar el aprendizaje del idioma. Aunque pocos futuros docentes demostraron inicialmente una agencia firme, el estudio destacó la importancia de promoverla. La multimodalidad y las prácticas inclusivas potencian el desarrollo del idioma y fortalecen la confianza en la gestión de aulas diversas. Estos hallazgos subrayan que fomentar la agencia es vital para que los futuros educadores sean adaptables y puedan abordar las diversas necesidades del aula y promover la inclusión. El estudio sugiere esfuerzos sostenidos para impulsar la agencia durante la formación, para garantizar que los educadores estén capacitados para crear entornos de aprendizaje equitativos y accesibles para todas y todos.
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