Resumo

ARNAIZ SANCHEZ, Pilar  e  AZORIN ABELLAN, Cecilia Ma. Teacher Self-assessment to Improve Educational Processes in Schools Walking towards Inclusion. Rev. colomb. educ. [online]. 2014, n.67, pp.227-245. ISSN 0120-3916.

The purpose of this paper is to perform a self-assessment of the teaching educational processes that are taking place in four centers of pre-school and primary education in the region of Murcia (southeast Spain) in order to assess the needs presented by these schools from an inclusive educational perspective, and to establish, a posteriori, lines of action and improvement that better address student diversity approach. For this purpose, we used the Rating Scale Educational Process addressed to teachers, which constitutes one of the four areas of study of the Self-Assessment Guide for the Care Centers of the Diversity from the Inclusion Perspective (Acadi Guide). The information collected was analyzed using SPSS, a software which has enabled the calculation of the descriptive statistics and the realization of improved, acceptable or good aspects. The results show strengths such as proper scheduling of activities and the implementation of mechanisms for continuous assessment in the teaching and learning process. Regarding the weaknesses, the main gaps emerge in the actions of educational reinforcement and expansion, coordination of regular and support teachers, and respect for the different rates of learners. Finally, the teaching staff agrees to undertake improvement projects valuing more immediate change actions for the development of inclusive education in the classroom.

Palavras-chave : Inclusion; self-assessment; attention to diversity; educational process; quality.

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