This article gives an insight into the results of a study that reconstructs the subjective theories sustained by a group of teachers, regarding the changes that they believe produce, in the educational process, the implementation of the Inclusion Law, revealing their subjective theories about the end of selection, profit and shared financing. Qualitative, descriptive-interpretive research was used, using the semi-structured interview as a technique for data collection. The analysis was carried out through the processes of open and axial coding, following the criteria of the Grounded Theory. Among the most relevant findings, the contradiction between what is explicitly stated and what is implicitly stated regarding the term of the selection stands out. On one hand, it is considered relevant that the law allows the principle of equal opportunities to be effective, and on the other, as a subjective theory, it is maintained that the end of the selection will allow the arrival of students with lower levels of performance, which will prevent get the current achievement levels. This leads an important group of teachers to think that selection and shared financing should continue.
Fuentes-Vargas, Y., & Cerpa-Reyes, C. (2019). Subjective Theories of Teachers from a Subsidized Private School about the Inclusion Law. Revista Saberes Educativos, (4), 77–107. https://doi.org/10.5354/2452-5014.2020.55902
