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Subjective Theories of Teachers About Inclusion in the Context of a Pandemic

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No. 7 (2021): July-December (2021)
https://doi.org/10.5354/2452-5014.2021.64185

Abstract

This article reports on an investigation about subjective theories on school inclusion expressed by teachers who work remotely, in the current context of the COVID-19 pandemic. A qualitative, descriptive-interpretive approach was used, framed in grounded theory. Eight teachers participated in the research, belonging to a private-subsidized school of basic and secondary education, located in the commune of Coquimbo, Chile. The collection instrument used was the in-depth interview and the content analysis processes correspond to the open, axial and selective coding phases. The subjective teaching theories regarding inclusion in the non-face-to-face context focus on the difficulty of guaranteeing access and participation for all students, which affects the exclusion of the most vulnerable. In relation to teaching performance, it is evident that teachers faced great challenges to adapt to the current educational model. However, those who participated in this study consider that the acquisition of digital knowledge favors the exercise of their educational practice, and that methodologies based on digital resources will remain and be consolidated in face-to-face classes, contributing to the improvement of student learning.

Keywords:

Inclusion, special educational needs, non-face-to-face education, subjective theories, pandemic, COVID-19

Author Biographies

Janett Yáñez-Collado

Differential educator and PIE coordinator at Colegio Santa María de Belén, Coquimbo, Chile; Master in Inclusion, Central University, Chile.

Carola Cerpa-Reyes, Central University of Chile

Professor at the Faculty of Social Sciences, Central University, Coquimbo, Chile; Psychologist, Master in Educational Psychology.

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How to Cite
Yáñez-Collado, J., & Cerpa-Reyes, C. (2021). Subjective Theories of Teachers About Inclusion in the Context of a Pandemic. Revista Saberes Educativos, (7), 73–98. https://doi.org/10.5354/2452-5014.2021.64185
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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