Teorías implícitas del docente e Inclusión Educativa en estudiantes con discapacidad.

Abstract

The present study analyzes the relationship between the implicit theories and the attitudes towards the inclusive education of the primary teachers of an Educational Institution in Medellin city, by means of the identification of the implicit theories in their epistemological, ontological and conceptual principles and the recognition of attitudes based on the affective, didactic and conceptual dimensions to establish the existing relationship between them. The study belongs in the qualitative paradigm with some data management in a quantitative way and is focused on the descriptive case study methodology. The instruments used for the collection of information are the questionnaire of dilemmas, ideogram, the questionnaire of open questions and the Likert scale. The results allow to display that teachers reveal in their implicit theories and attitudes different understandings against the model of inclusive education, being closer to the model of integration.