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Formación universitaria

On-line version ISSN 0718-5006

Abstract

HERRERA-SEDA, Constanza M; PEREZ-SALAS, Claudia P  and  ECHEITA, Gerardo. Implicit Theories and Teaching Practices that Promote Inclusive Education in the University: Instruments and Data for Reflection and Discussion. Form. Univ. [online]. 2016, vol.9, n.5, pp.49-64. ISSN 0718-5006.  http://dx.doi.org/10.4067/S0718-50062016000500006.

The results found from the application of two instruments that explore implicit theories and teaching practices about inclusive education in a group of undergraduate Chilean teachers are presented. Diversification of university students in Chile has generated major challenges to teachers, in terms of quality and equity in education and therefore this study contributes with ideas and reflections. The statistical analysis showed that the instruments employed in the study had adequate reliability and validity. It was also found that teaching practices that promote inclusive education are significantly related with conceptions about student’s capabilities of learning, but they are not related with conceptions about teacher’s responsibility with students learning. The instruments analyzed in this work showed to be useful for the comprehension of cognition, values, and practice of university teachers.

Keywords : inclusive education; implicit theories; teaching practices; teachers; university.

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