Training and experience of portuguese special education teachers in the context of pedagogical differentiation and inclusion (descriptive study)

Martins, Ernesto Candeias; Canteiro, Regina Aparecida Felgueiras Caló

Publication

Training and experience of portuguese special education teachers in the context of pedagogical differentiation and inclusion (descriptive study)

2024Journal article

dc.contributor.author	Martins, Ernesto Candeias
dc.contributor.author	Canteiro, Regina Aparecida Felgueiras Caló
dc.date.accessioned	2024-07-12T10:21:34Z
dc.date.available	2024-07-12T10:21:34Z
dc.date.issued	2024
dc.description.abstract	We address the issue of the challenges of training (initial, continued) and practical experience of the Portuguese teaching profession (special education), in the context of pedagogical differentiation and inclusive schools. We carried out a mixed methodology study with quantitative preponderance, of an exploratory, transversal, descriptive, explanatory and analytical nature, carried out in 2023. We constituted a sample of N=72 teachers from the 2nd and 3rd Education Cycles of two School Groups, in the interior area northern Portugal, applying a questionnaire survey (20 items), combined with data obtained from documentary observation, non-participant observation and semi-structured interviews with those responsible. The statistical treatment of the data (Chi-square, Fisher's test) from the survey and the content analysis of the interviews allowed the verifiability of the questions asked: Analyze 'Being an inclusive teacher' (profile) in pedagogical practice and engagement with students ( SEN) in its teaching-learning process in two School Groups; Know the opinions of 2nd and 3rd cycle teachers, special education teachers and technicians from these Groups studying education and/or inclusive schools; Understand the teaching profession (identity) in the context of special education and its training (initial, continuing) with regard to school inclusion and inclusive learning; To know whether teacher training and the practical actions of the inclusive teacher imply better success for students in these School Groups; Determine whether the measures implemented by the Groups promote school inclusion, coexistence and training for citizenship. The results of the survey and interviews confirmed that teachers have skills referred to in the legal regulations, and the percentages of responses agreeing on the skills referred to by special education teachers show this relevance, mentioning whether: -specialized resource pedagogical differentiation strategies; -in collaboration with all regular teachers and leaders; -promote collaborative work with co-responsibility; -articulate with specialist technicians the differentiation of means, learning and assessment materials”; use specialized resources to implement learning; be a member of the learning support center and a teacher for all students at the school. Thus, the study confirms that teachers apply different practices when it comes to interacting with students and promoting inclusion, having training that improves with teaching experience.	pt_PT
dc.description.sponsorship	Instituto Politécnico de Castelo Branco /Escola superior de Educação	pt_PT
dc.description.version	info:eu-repo/semantics/publishedVersion	pt_PT
dc.identifier.citation	MARTINS, Ernesto C. ; CANTEIRO, Regina A. F. C. (2024) -Training and experience of portuguese special education teachers in the context of pedagogical differentiation and inclusion (descriptive study). International Journal of Latest Research in Social Science aHumanities and Social Science (IJLRHSS), vol. 07, Issue 07, jul., p. 1-13. www.ijlrhss.com	pt_PT
dc.identifier.doi	https://www.ijlrhss.com	pt_PT
dc.identifier.issn	2456-0766
dc.identifier.uri	http://hdl.handle.net/10400.11/9051
dc.language.iso	eng	pt_PT
dc.peerreviewed	yes	pt_PT
dc.publisher	International Journal of Latest Research in Humanities and Social Science (IJLRHSS)	pt_PT
dc.relation.ispartofseries	1;
dc.relation.publisherversion	On line	pt_PT
dc.rights.uri	http://creativecommons.org/licenses/by-nc/4.0/	pt_PT
dc.subject	Teacher training	pt_PT
dc.subject	Special education	pt_PT
dc.subject	Inclusive school	pt_PT
dc.subject	Pedagogical differentiation	pt_PT
dc.subject	Inclusive practice	pt_PT
dc.title	Training and experience of portuguese special education teachers in the context of pedagogical differentiation and inclusion (descriptive study)	pt_PT
dc.type	journal article
dspace.entity.type	Publication
oaire.citation.endPage	13	pt_PT
oaire.citation.issue	07	pt_PT
oaire.citation.startPage	1	pt_PT
oaire.citation.title	International Journal of Latest Research in Humanities and Social Science (IJLRHSS)	pt_PT
oaire.citation.volume	07	pt_PT
person.familyName	Martins
person.givenName	Ernesto Candeias Martins
person.identifier.orcid	0000-0003-4841-1215
person.identifier.scopus-author-id	47561931300
rcaap.rights	openAccess	pt_PT
rcaap.type	article	pt_PT
relation.isAuthorOfPublication	0155abfc-a506-46b9-86d6-675c142f86dc
relation.isAuthorOfPublication.latestForDiscovery	0155abfc-a506-46b9-86d6-675c142f86dc