Teacher competencies in inclusive education in Latin America [Competencias docentes en educación inclusiva en Latinoamérica]
DOI:
https://doi.org/10.62574/1nvav464Keywords:
inclusive education, ability grouping, classroom techniques, teaching method innovationsAbstract
The research objective is to reflect on teaching skills in inclusive education in Latin America. For the preparation of this research article in reflection mode, a bibliographic selection was made of 26 scientific articles related to the objective of the study. An emerging theoretical analysis was generated using the analytical-synthetic method. Nine categories were identified that enrich the study of teaching competences in inclusive education in Latin America: i) teaching competences, ii) inclusive pedagogical practices, iii) accessibility and technology, iv) legal framework and educational policies, v) inclusive educational management, vi) teacher perceptions and attitudes, vii) teacher training, viii) inclusion in higher education, ix) theories and reflections. These nine categories show that the development of teaching skills for inclusive education must be a comprehensive and multidimensional process that combines technical, ethical and structural aspects, promoting a transformative, equitable and fair education in the region.
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