Association between pedagogical practice, learning difficulties and educational inclusion in basic education teachers

Abstract

This investigation with theoretical support in teacher training aims to investigate the difficulties of teachers in the initial years in three dimensions: pedagogical action, educational inclusion process and teaching-learning processes. A sample of 59 teachers who work in the initial years of elementary school was created. A Likert scale with 11 items was used with an approach in three dimensions of difficulty: pedagogical action, educational inclusion and teaching-learning process. Teachers who have difficulty with pedagogical practice in the classroom also have difficulties with educational inclusion and children's teaching-learning processes. A strong correlation was found between these three dimensions. Variables such as age, ethnicity, stage of employment, training and professional profile did not show a significant difference. Only the teachers' professional experience was a good predictor of difficulties in educational inclusion. Among the three dimensions investigated, inclusion represents the greatest level of difficulties for teachers. The instrument used presented a good reliability coefficient that allows investigating dimensions of learning, inclusion and pedagogical practice in different contexts.