Coalition: Mapping the Development of Inclusive Practices in Initial Teacher Training for Fostering Student Participation
In this article, we present the progress of the Erasmus+ Coalition European project. The aim of this project is to promote the development of inclusive practices in higher education so that optimal learning scenarios can be experienced which allow for the rethinking of participation processes in an...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Cantabria (UC) |
| Repositorio: | UCrea Repositorio Abierto de la Universidad de Cantabria |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.unican.es:10902/34830 |
| Acceso en línea: | https://hdl.handle.net/10902/34830 |
| Access Level: | acceso abierto |
| Palabra clave: | Inclusive practices Initial teacher training Student participation |
| Sumario: | In this article, we present the progress of the Erasmus+ Coalition European project. The aim of this project is to promote the development of inclusive practices in higher education so that optimal learning scenarios can be experienced which allow for the rethinking of participation processes in an educational context. In the first phase of the project, a study was carried out using a mixed methodological approach of teaching competences for the development of inclusive practices. University teaching staff and students from several European institutions participated in this study with the aim of gathering information on the following key areas: academic perceptions of possible institutional obstacles and resources; beliefs of the teaching body with regard to inclusive pedagogical approaches; and strategies for adapting to different learning styles and encouraging student participation. Here, we present the results obtained in relation to the implementation of procedures for inclusive teaching, placing our emphasis on the strategies used to favour the monitoring of student learning. Based on the achievements of the initial stage, our intention is to generate a community of practice that supports the training scaffolding of those concerned, and to develop online processes of inquiry to improve initial teacher training in fomenting student participation. |
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