Concepciones de los profesores acerca de las conductas disruptivas: Análisis a partir de un marco inclusivo

Translated title of the contribution: Teachers' conceptions about disruptive behaviours: Analysis from an inclusive perspective

Carolina Urbina, Cecilia Simón, Gerardo Echeita

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)

Abstract

This study is part of a line of research where teachers' conceptions are examined, from an inclusive educational perspective, as a key factor to understand and, if so, improve their teaching practice to promote the presence, learning and participation of every student. The specific aim of this research work was to study teachers' conceptions in relation with students' disruptive behaviours in the classroom. A questionnaire of dilemmas was designed based on three dimensions -role of learning differences, nature of teachers' work, and ethical/ ideologist components- that would articulate different teachers' stance towards educational inclusion processes. In this study, 180 elementary teachers participated from nine schools in Santiago de Chile. The results confirm the existence of two teachers' conception profiles about these processes. Moreover, we observed a significant association between these profiles and other teacher and school variables analysed in this study.

Translated title of the contributionTeachers' conceptions about disruptive behaviours: Analysis from an inclusive perspective
Original languageSpanish
Pages (from-to)205-217
Number of pages13
JournalInfancia y Aprendizaje
Volume34
Issue number2
DOIs
Publication statusPublished - 1 May 2011

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'Teachers' conceptions about disruptive behaviours: Analysis from an inclusive perspective'. Together they form a unique fingerprint.

Cite this