Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • harvard-cite-them-right
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Teacher education towards educational inclusion from the perspective of master’s and doctoral research
Vision College, Brazil.ORCID iD: 0000-0001-7927-4781
Alto Vale do Rio do Peixe University, Brazil.ORCID iD: 0000-0002-5840-1136
University of Borås, Faculty of Librarianship, Information, Education and IT. University of Borås, Sweden.ORCID iD: 0000-0002-3971-9894
University of San Andrés, Bolivia.ORCID iD: 0000-0002-3502-2539
Show others and affiliations
2022 (English)In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, ISSN 0102-4450, E-ISSN 1678-460X, DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, ISSN 0102-4450, Vol. 38, no 1Article in journal (Refereed) Published
Abstract [en]

nclusive education requires teacher education initiatives that enable pedagogical practices committed to students’ singularities. This article aims to systematize contributions to teacher education towards educational inclusion provided by research conducted at the master’s and doctoral levels in Education. We selected studies published from 2016 to 2019 in the Catalogue of Theses and Dissertations maintained by the Coordination for the Improvement of Higher Education Personnel (CAPES), and we used the following descriptors: “inclusão escolar” (educational inclusion), “formação docente” (teacher education), “Ensino Fundamental” (elementary and middle school). With regard to our theoretical foundations, our study builds on the work of authors such as Campos (2009), Marques et al. (2020), Nóvoa (1999, 2017, 2019) and Zwierewicz et al. (2020). Methodologically, it is based on bibliographic review with a qualitative approach. Results show that teacher education is one of the pillars to build educational inclusion; creativity and collaborative work are critical; teachers’ work environment should allow them to re-signify reality as they re-signify themselves, mobilized by reflections on their own pedagogical practices and by recognition for initiatives committed to educational inclusion principles.

Place, publisher, year, edition, pages
2022. Vol. 38, no 1
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-27724DOI: 10.1590/1678-460x202257177Scopus ID: 2-s2.0-85129741923OAI: oai:DiVA.org:hb-27724DiVA, id: diva2:1650820
Available from: 2022-04-08 Created: 2022-04-08 Last updated: 2024-02-01Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Garrote Jurado, Ramon

Search in DiVA

By author/editor
Bó, Rafaela Geschonke DalZwierewicz, MarleneGarrote Jurado, RamonVelasco, Juan Miguel GonzálezLehmkuhl, Márcia de SouzaBaade, Joel Haroldo
By organisation
Faculty of Librarianship, Information, Education and IT
In the same journal
DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 58 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • harvard-cite-them-right
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf