Pedagogía inclusiva en educación superior¿Cómo y cuándo evalúa el profesorado?

Abstract

The objective of this study is to explore the primary designs and actions of evaluation that inclusive teachers carry out in their classrooms. The participants were 119 teachers in ten public universities in Spain. Based on qualitative methodology, semi-structured individual interviews were used for data collection. The data were analyzed inductively through a system of categories and codes using MaxQDA 12 software. The results confirm the existence of teachers committed to education and the quality and fairness of their teaching processes. The actions logged in the research highlight the use of evaluation strategies at different times, student participation in evaluation, and adjustments depending on student needs. The results are compared with previous research, with a consideration of the main elements for inclusive pedagogy that can serve as an example for other teachers.