Cambio de pensamiento de una estudiante con respecto a la educación inclusiva

Abstract

This communication presents the process of reflection and introspection undergone by a student in her first year of the Master Degree in Early Childhood Education, as she becomes aware of the meaning and implications of inclusive education. Since the very beginning, the prospect of thinking and acting as an educator activated a research journey around her prejudices, fears, feelings and expectations. In this way, she began a process of subjective reconstruction of her life, taking at the same time into account the social context she lived in. An archetype of teacher that allows us to approach his life and professional development and, therefore, to who she is, how her actions, values, choices and ways of understanding education and teaching are and where they come from. That’s why we are convinced that our chosen teacher constitutes a significant and illuminating case. Furthermore, his purposeful transparency might also stimulate other (future) teachers to write narratives as a means to (re)construct their lives by revisiting and questioning their experiences, teaching acts and decisions. In short, we present here a process of self-reconstruction that might help other teachers to confront and enrich their pedagogical praxis, and to weave a collaborative network of educational narratives and teacher’s experiences