Estudiantes con altas capacidades en contextos de inclusión: aprender del saber docente

• Cabezas Alarcón, Jessica ^[1] ; Lorenzo-Ramírez, Núria ^[1]
  1. [1] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
• Localización: Transformando la educación a través del conocimiento / coord. por José María Esteve Faubel, Aitana Fernández Sogorb, Rosabel Martínez Roig, Juan Francisco Álvarez Herrero, 2022, ISBN 978-84-19506-73-3, págs. 175-181
• Idioma: español
• Enlaces
  • Texto Completo Libro
• Resumen

  • Students with high levels of ability in Spain are hardly part of the concept of diversity, since it isthought that only those with learning difficulties have special educational needs. High ability students are expected to know the strategies necessary to develop their talents. Therefore, the objective of this research is toknow, describe and analyze the strategies used by a teacher to deal with high-ability high school students. Thepurpose is to systematize the work of this teacher and her experience in the teaching process of these studentsin an inclusive context. In addition, the relevance of teachers acquiring knowledge for detection and strategiesthat facilitate the learning of their students is considered. A qualitative methodology is used through a casestudy (Stake, 1998) and interpretive analysis. Four main categories have been created and defined: high capacity, didactic strategies, activities and evaluation, using the Atlas.ti software. Subcategories have emerged fromthese categories that interrelate to reach a comprehensive understanding of the phenomenon. The main resultsshow that the teacher needs to know how their students learn and, from there, develop those strategies that bestsuit each one of them, also taking into account students with high abilities. It is essential, both in initial teachertraining and in continuing training, to include strategies for students with high abilities