Faculty Members Who Engage in Inclusive Pedagogy: Methodological and Affective Strategies for Teaching

Autor/in	Moriña, Anabel
Titel	Faculty Members Who Engage in Inclusive Pedagogy: Methodological and Affective Strategies for Teaching
Quelle	In: Teaching in Higher Education, 27 (2022) 3, S.371-386 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moriña, Anabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1724938
Schlagwörter	Teaching Methods; Inclusion; College Faculty; Student Centered Learning; Course Descriptions; Feedback (Response); Foreign Countries; Student Motivation; Students with Disabilities; Teacher Student Relationship; Trust (Psychology); Teacher Attitudes; College Students; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Fakultät; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kursstrukturplan; Ausland; Schulische Motivation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Collegestudent; Spanien
Abstract	In this article, 119 faculty members from 10 Spanish universities who engage in inclusive pedagogy reveal some of the methodological and affective strategies they use to motivate their students, including those with disabilities, and help them learn. The study described is a qualitative one in which one semi-structured interview was held with each participating faculty member. A system of inductive codes and categories was used for the data analysis. The results revealed that faculty members believe in and trust the capabilities of all their students. They meticulously plan their syllabus to ensure practical learning, using a diverse range of strategies and providing continuous feedback. They also adopt a student-centred teaching approach and attach value to emotional and affective aspects, as an effective strategy for learning. The study helped identify a series of practices regarding the components and methods required for constructing inclusive university communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01