La formación permanente del profesorado a través de la investigación-acción. Análisis a través del proyecto de innovación docente sobre educación inclusiva en Educación Infantil

TL;DRAbstract

Teachers in lifelong learning has the ability to access different types of training courses, workshops, conferences, seminars. However, it is common for the teachers do not find the connection of training you receive through the practice of their classrooms, what complications to implement what they learn supposed to arise. However, there are formations that choose to use the methodology of action research for teacher training, achieving bring theory and practice. Through reflection teachers discover their difficulties and seeking solutions with colleagues in a collaborative way, since the purpose is to transform the context. In our case, we performed an investigation through a Teaching Innovation Project on Inclusive Education in Early Childhood Education has been carried out by the Faculty of Education of Segovia with two schools in the province of Segovia and one of Avila. These teachers have sought to promote inclusive practices in their classrooms through the implementation of int

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