20. Research in Innovative Intercultural Learning Environments
Paper
The current pedagogical Renewal in Spain: Singulaities in Secondary School in Catalonia and Aragon
Juan Lorenzo-Lacruz1, Laura Domingo-Peñafiel2, Núria Carrete-Marin2, Núria Simó-Gil2
1University of Zaragoza, Spain; 2University of Vic _Central University of, Spain
Presenting Author: Lorenzo-Lacruz, Juan;
Domingo-Peñafiel, Laura
This contribution analyses the results of the research project "Resituando la Renovación Pedagógica (RP) en España desde una perspectiva crítica" ("Resituating Pedagogical Renewal (PR) in Spain from a critical perspective"), a three-year R&D project (PID2019-108138RB-C22) which aims to detect and analyse which elements of schools considered as renovators can be related to pedagogical renewal (hereinafter PR) at present. Specifically, two case studies are presented, focusing on two selected centres of Compulsory Secondary Education in the Autonomous Communities of Catalonia and Aragon. The aim is to contrast two levels: 1) the existence of common genealogical references and innovative practices with an emancipatory, active, participative and transformative character. The selection of these communities is due to their common past of PR and educational loans due to their proximity (Mainer, 2008; Feu, Besalú & Palaudàrias, 2021): 2) the differentiated character between the centres, taking into account that Catalan is rural and Aragonese is urban.
The term PR is shown to be a multifaceted concept linked to the sociohistorical context of the moment (Feu & Torrent, 2020; Pericacho et al. 2019), which is an indicator of the difficulty of conceptualising a term with a broad and long history in Spain. In different historical periods, the terms educational reform, innovation and pedagogical renovation have been used to refer to educational changes, although these changes were carried out at different levels. The difference lies in the origin of the change, in the objectives pursued or in the radical nature of the change, i.e. whether it entails an in-depth transformation or whether it is merely superficial and partial.
In Europe and Spain there has been a rich history of PR. Many visions have constituted a critique, even a break with the conventional-hegemonic school model. In this sense, the school has not been presented as something homogeneous and immutable over the years. It is worth highlighting the diversity of authors linked to PR approaches throughout the 20th century, such as Dewey, Freinet, Neill, Fröbel, Montessori, Claparède, Luzuriaga, Giner de los Ríos or Ferrière; the pedagogical proposals developed by Ferrer y Guardia in the Modern School; or the personalist theories of Freire and Milani, among others (Pericacho-Gómez, 2014; Torrent & Feu, 2020). Likewise, in Spain it is necessary to underline two key political moments before and after the Franco dictatorship (1939-1975) that have marked the concept: the Second Spanish Republic (1931-36) and the opening towards the democratic transition (1965-1980) (Milito & Groves, 2013; Hernández, 2018).
Thus, the concept of PR is based on different pedagogical traditions that share elements such as an integral, critical and emancipatory education, open to the environment; democratic and participatory and with a transformative vision of the teaching culture (Goodyear and Casey, 2013) and of the teaching model in all its aspects (Pericacho-Gómez, 2016).
Therefore, it is necessary to consider how current PR is related to the current socio-historical educational context (Sahlberg, 2016) and how it maintains connections with educational approaches linked to an open and critical school, based on democratic structures, encouraging the use of active methodologies, putting students at the centre of the educational process and implementing innovations such as the use of digital tools from a critical perspective (Escudero et al., 2018; Pericacho-Gómez and Andrés-Candela, 2018; Torrego and Martínez-Scott, 2018).
Methodology, Methods, Research Instruments or Sources UsedOur research is based on an interpretative and critical paradigm (Njmanovich, 2001; Cohen et al., 2007) in which the epistemological approach towards complexity allows us to account for multidimensionality and enables us to explore dynamic interactions and cultural and educational transformations.
The two schools in Catalonia and Aragon analysed in this paper are part of the five case studies in which the research was carried out (Yin, 2002). The institutions were first selected through the detection of three secondary educational institutions in each of the communities participating in the project: Catalonia, Aragon, the Basque Country, the Valencian Country and Castile and Leon.
To specify the centres to be considered for the development of the fieldwork, the following criteria were considered: a) Territorial distribution; b) Ownership; c) Temporality of the educational project; d) Methodological guidelines.
The resulting selection in the case of the community of Catalonia was the Instituto Escuela Barnola (Barcelona) , a public school located in a rural context with an eclectic pedagogy; and in the case of Aragon it was the IES El Picarral (Zaragoza) , a recent creation public school in an urban environment with a pedagogy based on innovation, educational research and the community educational dimension.
Data collection for the case studies has followed two processes. The methodological instruments are specified below according to each process. Process A: in-depth interviews with the school management team focus groups with the educational community (teachers, students and families) to understand their different points of view (Sánchez-Moreno and Murillo, 2010), participant observations to gather evidence of the school's daily life and educational practices. Process B: Conversations for the construction of the pedagogical narrative with teachers from each centre, with extensive experience related to PR (Suárez, Argnani and Dávila, 2017).
The analysis of the data collected in section A followed a paradigmatic categorical analysis: (1) Historical reconstruction of educational changes, 2) Role of the student body, 3) Heterogeneous relationships between students, 4) Reflective attitude of teachers, 5) Democratisation of educational improvement processes, 6) Active commitment to territorial improvement, 7) Networking; 8) Presence of pedagogical trends in educational practices with an impact on educational quality, 9) Proactive and critical innovation in educational practices.
The analysis of the data in section B followed a narrative analysis to reconstruct and contextualise the socio-historical meaning of the educational changes. In both processes, Atlas.Ti has been used as a support software.
Conclusions, Expected Outcomes or FindingsIn this paper, two kinds of results are presented from the case studies of the two secondary schools in Catalonia and Aragon considered to be renovators. The results show: 1) Each of the schools highlights continuities and discontinuities between the renovating pedagogical discourse and educational practices; 2) The critical elements in relation to PR, detected in each school, correlate with the degree of development of educational and social improvements in each school.
In the cases of Catalonia and Aragon, the continuities analysed that link the school's approach to PR are: the cohesion of the teaching team with the educational project they are building; shared teaching reflection to advance the commitment to educational quality; personalisation of learning in order to give pupils a leading role; the integration of ICT in the service of the projects carried out as well as the link with the community and the rural and urban territory. Among the discontinuities we highlight: teacher burnout; the difficult balance between transversality and specialisation of content and the participation of families in educational support.
With regard to the assessment of the critical elements related to PR, the commitment of the management team to the project, the capacity to bring the teaching staff together, and the leading role of pupils and the involvement of families are elements that the school itself can transform into educational opportunities. On the other hand, the commitment of society antagonistic to the development of collective commitment, the vision of innovation that the centre shares and the bureaucratisation of administrative processes are three elements that act as threats to the survival of educational and social commitment related to PR
ReferencesCohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education. Routledge.
Feu, J. & Torrent, A. (2021). Renovación pedagógica, innovación y cambio en educación: ¿De qué estamos hablando? In J. Feu, X. Besalú & J.M. Palaudàrias. (coord.) La renovación pedagógica en España. Una mirada crítica y actual, (19-54). Morata.
Goodyear, V. A., & Casey, A. (2013). Innovation with change: Developing a community of practice to help teachers move beyond the ‘honeymoon’of pedagogical renovation. Physical education and sport pedagogy, 20(2), 186-203.
Hernández, J. M. (2018). Los Movimientos de Renovación Pedagógica (MRP) en la España de la transición educativa (1970-1985). Historia de la Educación, 37, 257-284.
Mainer, J. (2008). La Renovación Pedagógica en España: crónica de una pertinaz desmemoria (1945-1990). En Lafoz, H. y Vicente, J. (coords.). De súbditos a ciudadanos: Escuela y sociedad en el siglo XX. Fundación Sindicalismo y Cultura de CCOO.
Milito, C. C., & Groves, T. (2013). ¿Modernización o democratización? La construcción de un nuevo sistema educativo entre el tardofranquismo y la democracia. Bordón: revista de pedagogía.
Najmanovich, D. (2001). Pensar la subjetividad. Complejidad, vínculos y emergencia.Utopía y Praxis Latinoamericana, 6(14), 106-11. https://produccioncientificaluz.org/index.php/utopia/article/view/2582
Pericacho-Gómez, J.; Jiménez, F.; Estrada, J. L. & Sánchez, R. (2019). Primary Education schools and pedagogical renewal: Reviewing experiences. Educación y Humanismo, 21(36), 176-193. http://dx10.17081/eduhum.21.36.3293
Pericacho Gómez, F.J. & Andrés-Candela, M. (2018). Actualidad de la Renovación Pedagógica en la comunidad de Madrid: un estudio a través de centros escolares representativos. Educaçao e Pesquisa: Revista da Faculdade de Educação da Universidade de São Paulo, 44(1). https://doi.org/10.1590/S1678-4634201844174543
Pericacho-Gómez, F.J. (2014). Past and present of the Pedagogical Renewal (from the late nineteenth century to the present day). A tour through flagship schools. Revista Complutense De Educacion 25(1): 47-67. https://doi.org/10.5209/rev_RCED.2014.v25.n1.43309
Sahlberg, P. (2016). The global educational reform movement and its impact on schooling. In K. Mundy, A. Green, B. Lingard & A. Verger. The handbook of global education policy, 128-144. Wiley Blackwell.
Sánchez-Moreno, M. y Murillo, P. (2010). Innovación Educativa en España desde la perspectiva de Grupos de Discusión. Profesorado. Revista de Currículum y Formación de Profesorado, 14(1),171-189. Recuperado de: https://www.redalyc.org/articulo.oa?id=56714113010
Suárez, D. H., Argnani, A., & Dávila, P. (2017). Narrar la experiencia educativa. Colectivos y redes docentes en torno de relatos pedagógicos. Revista del IICE, (42), 43-56.
Torrent, A., & Feu, J. (2020). Educational Change in Spain: Between Committed Renewal and Innocuous Innovation. Journal for Critical Education Policy Studies, 18(1), 253-298.
Yin, R. K. (2002). Case study research: Design and methods. SAGE Publications.
20. Research in Innovative Intercultural Learning Environments
Paper
Group Work and Random Group Selection in Intercultural Learning Environments in Higher Education
Kalypso Filippou
University of Turku, Finland
Presenting Author: Filippou, Kalypso
Globally, the number of students moving abroad for their studies has been growing (Rizvi & Lingard, 2010). Similarly, the number of students participating in short-term mobility programmes such as the ERASMUS+ exchange study programme has increased. Even though, the provision of English-taught programmes in non-English speaking countries has developed the main providers of international education are still English-speaking countries like the US, Australia, and U.K. (OECD, 2016). Finland has also expanded the provision of English-taught programmes and courses (Wächter & Maiworm, 2014). This provision of English-taught programmes and courses has been a priority for years and has been methodically implemented (see internationalisation strategies from the Ministry of Education and Culture, 2001, 2009, 2017). These efforts led the number of international degree students to triple, from 6,877 in 2001 to 20,868 in 2020 (Finnish National Agency for Education, 2018, 2022a). Similarly, many students choose Finland for their exchange study period. For example, in 2021, 6,711 students came to Finland for an international mobility period of 3 months and more (Finnish National Agency for Education, 2022b).
Considering the numerous culturally diverse classrooms in higher education, it is essential for teachers to develop inclusive and responsive strategies (Larke, 2013), and implement more flexible and culturally diverse teaching methods (Leask, 2009) as students bring their own frames of reference (Hahl, 2016), expectations (Stier, 2003) at a new learning environment. Teachers should consider and utilise their prior knowledge and experiences to construct new knowledge (Biggs & Tang, 2011) as they could increase the students’ learning opportunities and influence teachers’ practices (Merriam, Caffarella & Baumgartner, 2012). Group work can be affected by “differences in communication, values, and approaches” (Reid & Garson, 2017, p.196) even though research reports that forming culturally mixed groups has a positive impact on students’ sociocultural and academic adjustment (Wang, 2012). However, simply having students culturally mixed groups may not automatically lead to intercultural interaction (Moore & Hampton, 2015). Inspired by Reid and Garson’s work (2017) this study explores how group formation influences students’ experiences of multicultural group work. The research questions are: 1) What attitudes related to group work do students have? 2) What views do students have about random group selection?
This study was conducted during a multicultural education course which included lectures and interactive seminars as well as students’ case-study presentations. The participants of this course were exchange students in their bachelor’s level studies and a few students from the master’s degree programmes (international and Finnish students). One of the tasks of this course was that the students had to prepare a presentation in groups based on a case study. The 15 case studies were written by the authors of the course book based on interviews conducted with high school students. Each case study included a high school student’s reflection on their school life, experiences, and their connection to their home/family culture. A key topic based on each teenager’s experience was also in focus such as, language and culture, stereotypes, identity, immigration, among others.
In the first session the instructor randomly divided the students into 8 teams (5 teams of 5 students, and 3 teams of 4 students). No objections were expressed by the students The students were expected to spend approximately 8 hours to read the case, discuss it withing their group and then prepare a 20-minute presentation about it. The intended learning outcome of this task was to critically discuss the case study and exchange viewpoints, develop group skills and a presentation, and identify good practices for teachers who work in culturally diverse classrooms.
Methodology, Methods, Research Instruments or Sources UsedAfter the group’s presentations the participants received an email with the privacy notice, a cover page with the purpose of the research, how the data will be handled, and that the participants are free to accept or decline participation. The students accepted to participate in the study voluntarily and a consent form was provided. In the same email there was a link to the online survey and the survey was sent to all 37 participants and 20 of them responded (response rate 54%). After a week a reminder was sent to the students and the students were informed that the link will close after three weeks. The course’s participants were from European countries (n=27) followed by Asian (n=9) and Central American countries (n=1).
The online survey was chosen as it is an inexpensive tool, it allows the participants to respond at their own time, thus, it provides flexibility, and it does not require the researcher’s presence (Braun et al., 2021). The survey included ten open-ended questions and a Likert-scale statement to evaluate the group work experiences. Six of these self-reflective questions used in the survey were adapted from Reid and Garson’s study (2017). These questions are marked with an asterisk (*) and the one without an asterisk was created by the researcher. The next questions were analysed for this study:
1.* At the beginning of the term, how did you feel about working in your case study group?
2.* Now, at the end of the term, how do you feel about the experience?
3. What were your thoughts about the random group selection and case study?
4.* How did this process influence the way you will approach group work in the future?
To analyse the qualitative data the students’ attitudes related to group work were quantified. This gave the opportunity to evaluate the change in views based on the group work experiences. The students’ responses from the first questions were coded and assigned into four categories negative, neutral, mixed, and positive. For the content analysis each question’s responses were read multiple times while simultaneously took notes on themes, but also based on differences and similarities analysis (Miles & Huberman, 1984). Categories were defined and coding rules were set. Then the data was coded according to the rules and the results were analysed.
Conclusions, Expected Outcomes or FindingsPreliminary findings indicate that almost an equal number of participants had positive and negative attitudes at the beginning of the term about group work (Negative = 8, Neutral = 3, Mixed = 2, and Positive = 7). The initial negative attitudes towards group work were mainly due to previous bad experiences and fear of the unknown as they were not familiar with their groupmates. At the end of the term, after the group work activity ended, most of the participants expressed their positive view towards it (Mixed = 1, and Positive = 19). As explained by the students, this shift of attitudes was due to the time they spent getting to know each other and learning about each other’s backgrounds outside the classroom environment but also due to the variety of perspectives and text interpretations that came up during the discussions. Other reasons that influenced this shift was that the task was simple, very short, and with clear instructions but also because the students realised that the group work supported their learning experiences and prepared them for future work.
The students retrospectively found the random group selection to be optimal because it would not have been their first choice, if they were given the option at the beginning of the course they would have chosen to do the group work with their friends or other students who they knew instead of the random selection. Students also reflected that random group formation allowed the development of their intercultural awareness and encouraged them to get out of their comfort zone. It also encouraged them to learn about other cultures and was a good preparation for future work. Despite, the fact that the study was conducted in Finland, its results and implications can be considered for group work and teaching practices in other higher education environments.
ReferencesBiggs, J. B., & Tang, C. (2011). Teaching for quality learning at university. Maidenhead, UK: Open University Press.
Braun, V., Clarke, V., Boulton, E., Davey, L. & McEvoy, L. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology. 24(6), 641-654. https://doi.org/10.1080/13645579.2020.1805550
Finnish National Agency for Education. (2018). Statistics on foreign degree students in Finnish higher education institutions in 2017. Retrieved from https://www.oph.fi/sites/default/files/documents/167121_factsexpress9b_2018_0.pdf
Finnish National Agency for Education. (2022a). International full degree students in Finnish higher education institutions (universities and universities of applied sciences) 2010-2020. Retrieved from: https://www.oph.fi/sites/default/files/documents/International%20full%20degree%20students%20in%20Finnish%20HE%202010-2020.pdf
Finnish National Agency for Education. (2022b). International mobility periods (lasting 3 months or more) of higher education students from Finland and to Finland 2012 – 2021. Retrieved from: https://www.oph.fi/sites/default/files/documents/International%20mobility%20periods%20of%20HE%20students%20from%20and%20to%20Finland%202012-2021.pdf
Hahl, K. (2016). Co-constructing meaning and context in international teacher education. Journal of English as a Lingua Franca, 5(1), 83–105. doi:10.1515/jelf-2016-0004
Larke, P. (2013). Culturally responsive teaching in higher education: What professors need to know. Counterpoints, 391, 38–50.
Leask, B. (2009). Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International Education, 13(2), 205–221. doi:10.1177/1028315308329786
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2012). Learning in adulthood: A comprehensive guide. San Francisco, CA: Wiley & Sons.
Miles, M. B., & Huberman, A. M. (1984). Drawing valid meaning from qualitative data: Toward a shared craft. Educational Researcher, 13(5), 20–30. doi:10.2307/1174243
Ministry of Education. (2001). An international strategy for higher education. Helsinki, Finland: Ministry of Education.
Ministry of Education. (2009). Strategy for the internationalisation of higher education institutions in Finland 2009–2015. Helsinki, Finland: Ministry of Education.
Ministry of Education and Culture (2017). Better together for a better world: Policies to promote internationalisation in Finnish higher education and research 2017–2025. Helsinki, Finland: Ministry of Education and Culture.
Moore, P., & Hampton, G. (2015). “It’s a bit of a generalisation, but . . .”: Participant perspectives on intercultural group assessment in higher education. Assessment & Evaluation in Higher Education, 40(3), 390–406.
Reid, R., & Garson, K. (2017). Rethinking multicultural group work as intercultural learning. Journal of Studies in International Education, 21(3), 195-212.
Stier, J. (2003) Internationalisation, ethnic diversity and the acquisition of intercultural competencies. Intercultural Education, 14(1), 77–91. doi:10.1080/1467598032000044674
Wang, Y. (2012). Mainland Chinese students’ group work adaptation in a UK business school. Teaching in Higher Education, 17(5), 523–535.
20. Research in Innovative Intercultural Learning Environments
Paper
Diversity and inclusion competences in Education degrees: A comparative study in Higher Education
Nerea Hernaiz-Agreda1, Carmen Carmona Rodriguez1, Simran Vazirani Mangani2, Inmaculada López-Francés1, María Jesús Benlloch Sanchís3
1University of Valencia, Spain; 2Catholic University of Valencia, Spain; 3Centro de formación Folgado S.L.U, Spain
Presenting Author: Carmona Rodriguez, Carmen
Education is understood in society as a tool that serves to compensate any type of inequalities. At university it is also possible to continue educating in a holistic and integral way, taking into account the particular diversity of each student.
When addressing the concept of diversity, there are socio-educational and cultural factors that influence the complexity of its definition. Therefore, it is pertinent to analyse these factors such as the competences that are developed on in the classroom, the educational disadvantages of each student, the social exclusion of these young people, and conflict resolution, among others. In summary, it is necessary to study the factors that influence the diversity of people to generate more inclusive teaching-learning processes at any educational stage. These types of processes should be promoted with greater emphasis in Higher Education, since these studies are the ones that conclude the educational stage and connect with the labour market (Amaro, 2019). At the university level, as in other educational stages, diversity is contemplated based on adaptation, flexibility and openness in the methodology implemented in the teaching-learning process (Cano González, 2003). This attention to diversity in education is related to the concept of inclusion as a social phenomenon (Parrilla, 2002).
The development of the European Higher Education Area (EHEA) has become an important educational, social and political process over the last twenty years in Europe. Thus, it is important to determine if the universities have established the adequate conditions to guarantee the inclusion of all their students, as well as to identify the obstacles to their inclusion. Therefore, one of the priorities must be to remove the social exclusion that germinates as a result of attitudes and responses to the diversity of religion, race, social class, ethnicity or qualities of each person (Ainscow, 2017). For this reason, Hernández and Ainscow (2020) propose a guide for inclusive learning in Higher Education, adapting the Index for inclusion document, originally created for schools, to the demands of the university. Therefore, the application of a teaching methodology based on the diversity of the students during the teaching-learning process can imply for them a greater inclusion in the society.
Denson and Bowman (2013) concluded that diversity and inclusion embodied in academic programs contribute positively to the development of attitudes of participation in social action, self-efficacy in learning and work, understanding intergroup, civic commitment and acquisition of competences. These competences reflected in the curricular programs of university degrees were considered key elements of university education years ago in their bid to promote employability and lifelong learning (European Commission, 2003; European Community, 2007). In this way, the European Commission (2007) drew up a list of general competences classified as Key Competences for Lifelong Learning in the European Reference Framework of 2004 with which it was possible to learn continuously and graduates could adapt to a greater extent to changes in the work context in which they intend to work. These types of competences are considered a basic tool that contribute to making undergraduate students more employable in a globalized and diverse society influenced by international relations at work.
The main purpose of this study was to analyze how the terms of inclusion and diversity are included in Higher Education through the descriptions of the competences included in the degree programs of Early Childhood Education and Primary Teaching in two universities.
Methodology, Methods, Research Instruments or Sources UsedTwo academic programs of education degrees from two Spanish universities were selected based on scientific and demographic criteria: University of Valencia (UV) and Complutense University of Madrid (UCM) (Hernaiz-Agreda, 2019). In addition, institutional documents and reports that began the convergence process of the EHEA were reviewed, as well as the specific Spanish regulations of the university degrees examined for an adequate foundation of the study. In order to analyse and compare the verification reports of the academic programs, the list of competences of the Tuning Project (2009) and the specific legal documents of each degree were taken as base documents and a four-step procedure was sequenced: selection of the competences common to the two universities that include the terms of inclusion and/or diversity, synonyms or related terms; verification of their definitions relating them to the competences of the base documents; code and grouping them by universities and drawing up the list.
The list of competences definition was analyzed with the inter-judge concordance following Escobar-Pérez and Cuervo-Martínez (2008) to evaluate their content more rigorously. In addition, an expert judgment was also carried out by three researchers. Next, they filled in a template, the procedure for selecting competence definitions, taking as criteria the two proposed definitions of diversity (Parrilla, 2002) and inclusion (Gutiérrez et al., 2014). The judges evaluated each competence definition based on two categories (Relevance and Pertinence) using a five-point Likert scale ranging from (1) Strongly disagree to (5) Strongly agree. Likewise, a section of observations was included in each definition evaluated to write comments and reviews. The Relevance category refers to whether "The competence is essential or important, that is, it must be considered.", and the Pertinence if "The competence is adequate to work on the concept of diversity or inclusion.".
Conclusions, Expected Outcomes or FindingsThe list of competences selected by the judges obtained an average of 5 (M = 5.00, SD = .00) in the two categories of relevance and pertinence of inclusion and diversity. The competence of the Tuning Project (2009) "Appreciation of diversity and multiculturalism" has the definitions of the common general competences in the two universities. In addition, referring to the "Analysis and synthesis " and "Critical and Self-critical ", general competences were obtained in accordance with the terms of diversity and inclusion also for both universities. Finally, the competence "Oral and written communication in one's own language" only obtained competences at the UCM. In all cases, the definitions of the analysed competences were found for the two Teaching degrees at both universities.
In addition, the definitions of the academic programs of the two UV degrees that refer to the "Teamwork" competence were totally pertinent and relevant for working on the concept of inclusion in the classroom. Regarding the concept of diversity for this same competence, it was considered that the definitions of the study plans were quite relevant and pertinent to study diversity during university training (M = 4.00, SD = 1.00).
Likewise, at the UCM, a competence in relation to Information and Communication Technologies (ICT) and oral and written communication for professional development was also considered relevant and pertinent enough to work on inclusion and presented the same mean and deviation than the previous case. In the same way, three competences in relation to information management were considered relevant to train students in diversity (M = 4.33, SD = .58).
It is concluded that there is a need to carry out other analyses with different academic programs in Education. Competences for educators should be developed transversally throughout all subjects to reinforce commitment to inclusion and diversity as basic axes.
ReferencesAinscow, M. (2017). Haciendo que las escuelas sean más inclusivas: lecciones a partir del análisis de la investigación internacional. Revista de Educación Inclusiva, 5(1), 39-49.
Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2013). Developing equitable education systems. Routledge.
Amaro, M. C. (2019). Formación Docente para la Atención a la Diversidad en Educación Superior: una búsqueda de posibilidades para la enseñanza. Revista de Educación Inclusiva, 12(1), 51-66.
Booth, T., & Ainscow, M. (2002). Guía para la evaluación y mejora de la educación inclusiva. Index for inclusión. Consorcio Universitario para la Educación Inclusiva.
Claeys-Kulik, A. L., Jørgensen, T. E., & Stöber, H. (2019). Diversity, Equity and Inclusion in European Higher Education Institutions: Results from the INVITED Project. European University Association.
de Melo, F. R. V., & Martins, M. H. (2016). Legislation for Higher Education Students with Disabilities in Brazil and Portugal: Some Reflections. Acta Scientiarum. Education, 38(3), 259-269.
Denson, N., & Bowman, N. (2013). University diversity and preparation for a global society: The role of diversity in shaping intergroup attitudes and civic outcomes. Studies in Higher Education, 38(4), 555-570. https://doi.org/10.1080/03075079.2011.584971
DuBrin, A. J. (2014). Human relations: Interpersonal job-oriented skills. Pearson Higher Education.
Escobar-Pérez, J., y Cuervo-Martínez, A. (2008). Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances en Medición, 6(1), 27-36.
European Commission. (2003). El papel de las universidades en la Europa del conocimiento. Comunicación de la Comisión Europea COM (2003) 58 final.
European Commission. (2007). Key Competences For Lifelong Learning. European Reference Framework. Office for Official Publications of the European Communities.
Gutiérrez, M., Martín, M. V., y Jenaro, C. (2014). El index para la inclusión: presencia, aprendizaje y participación. Revista de Educación Inclusiva, 7(3), 186-201.
Hernaiz-Agreda, N. (2019). Analysis of general competences for employability and socio-cultural adaptation:
Spanish graduates in Education working in Europe [Doctoral thesis, Universitat de València]. RODERIC. Repositori de Contingut Lliure.
Hernández, A. M., y Ainscow, M. (2020). Desarrollo de una guía para promover un e-learning inclusivo en educación superior. Perfiles Educativos, 42(168), 60-75. https://doi.org/10.22201/iisue.24486167e.2020.168.58990
Parrilla, A. (2002). Acerca del origen y sentido de la educación inclusiva. Revista de Educación, 327(1),11-29.
Rivadeneira, E. (2017). Competencias didácticas-pedagógicas del docente, en la transformación del estudiante universitario. Orbis. Revista Científica Ciencias Humanas, 13(37), 41-55.
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