Formación continua docente para mejorar la calidad de enseñanza de estudiantes inclusivos – Andragogía: Revisión teórica

Mónica Ñaccha Quispe; Jorge Gerardo Chuquipiondo García; Patricia Mónica Bejarano Álvarez

Authors

Mónica Ñaccha Quispe Universidad Cesar vallejo https://orcid.org/0009-0000-7041-0070
Jorge Gerardo Chuquipiondo García Universidad Cesar Vallejo. Lima, Perú https://orcid.org/0009-0009-8876-186X
Patricia Mónica Bejarano Álvarez Universidad Cesar Vallejo. Lima, Perú https://orcid.org/0000-0003-3059-6258

Keywords:

Continuing education, Adult education, Updating, Training, Instruction

Abstract

The following theoretical study aims to analyze the andragogical approach as an alternative to strengthen ongoing teacher training, especially for those who work with students with special educational needs. Despite various legal advances regarding inclusion, as established by Law No. 29973, educational institutions still face serious limitations in its implementation, largely due to limited or no teacher training in inclusive strategies. Faced with this situation, it is proposed that continuing education from the perspective of andragogy can offer a pertinent response, considering teachers as adult learners who construct knowledge based on their experience, critical reflection, and need to improve their professional practice. Andragogy, understood as the skill and science of teaching older adults, differs from pedagogy in its horizontal, active, and learner-centered nature. Authors such as Knowles and Freire agree on the importance of promoting autonomous, meaningful, and transformative learning. This research is guided by the question: How does andragogy contribute to strengthening teachers' ongoing preparation to effectively serve students with special educational needs? Its overall objective is to analyze the theoretical contributions of this discipline to teachers' professional development. Various findings allow us to understand that andragogy not only constitutes an alternative educational model, but also a way to promote critical, inclusive teacher training committed to equality in the classroom.

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Author Biography

Mónica Ñaccha Quispe, Universidad Cesar vallejo

The present study analyzes the school inclusion of children with differentiated educational demands. The main objective was to analyze the impact of the pedagogical strategies that the teacher applies in the classrooms to achieve the effective integration of these students. To do this, research published in information sources such as Scielo, Scopus and Web of Science was carried out and, by applying the PRISMA method, a total of 298 articles were reviewed and, after considering the insertion and deletion criteria, 16 were chosen. studies. The results reveal that, although there are advances in infrastructure and regulations, there remain challenges to be met in teacher preparation and in the training of inclusion experiences. Likewise, traditional methodologies, frontal teaching and homogenization of content, significantly limit the learning of these students. It is concluded that it is necessary to promote a paradigm shift towards inclusive education, which celebrates diversity, is based on specialized teacher training and the use of adapted pedagogical strategies. Future research should focus on the development of inclusive educational tools, continuous teacher training, and the impact of innovative methodologies on the learning of these students.