Training and development of teachers in the UASLP. Challenges for an inclusive university

Abstract

This paper shows the results of an investigation that rises from the interest in identifying training needs and professional development of teachers facing the inclusion of students with special abilities at the University.
The approach is qualitative descriptive. The research was made at the Schools and Faculties of the Universidad Autónoma de San Luis Potosi, Mexico, which has enrolled students with special abilities. We used semi-structured interviews and participant observation from teachers to directly identify the issues faced in their teaching.
The results show the needs that teachers have with the inclusion of students with special abilities in their classrooms. These relate to knowledge and implementation of strategies in relation to students with special abilities, communication with them, strategies for classroom work and reflective teaching practice about the concerns and doubts about teaching.
From the results of this research it would be necessary to promote cooperative work processes and to reflect about these teaching practices, experiences and situations that teachers face during their teaching.

Keywords

Teacher training, diversity, reflective teaching practice