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Revista eleuthera
Print version ISSN 2011-4532
Abstract
PALACIOS-GARAY, Jessica Paola et al. Didactic strategies to develop inclusive practices in basic education teachers. Rev. eleuthera [online]. 2020, vol.22, n.2, pp.51-70. Epub May 21, 2021. ISSN 2011-4532. https://doi.org/10.17151/eleu.2020.22.2.4.
Objective:
To establish the incidence of didactic strategies in the development of inclusive practices in teachers of regular secondary education.
Methodology:
This study is framed in the positivist paradigm of quantitative focus, substantive type, non-experimental design, causal correlation.
Results:
The results show low levels of the use of didactic strategies to develop inclusive practices by secondary education teachers.
Conclusion:
Didactic strategies influence the development of inclusive practices in secondary education teachers since the authenticity ratio of the ordinal logistic regression model is significant p< 0.05, and the incidence is explained in a 55.9% of the predictor variables: motivation, problematization, collection of previous knowledge, purpose of the session, management and accompaniment, application or transfer and evaluation in the development of inclusive practices of secondary education teachers.
Keywords : didactic strategies; inclusive practices; cooperative learning strategies; dialogic learning strategies; comprehensive strategies.