Desarrollo de competencias para la diversificación curricular en la formación docente

Abstract

Teacher training should cover conceptual knowledge as well as the development of skills and values, aimed at facilitating the educational inclusion of all. Curriculum diversification seeks to eliminate barriers to learning by placing the material being taught in a specific context. Despite the existence of theoretical references on teaching competencies, there is a lack of focus on curriculum diversification. In practice, the Ecuadorian educational system tends towards integration, but does not always achieve effective inclusion of all students. This research proposes a didactic strategy based on peer tutoring to develop competencies for curriculum diversification in teachers in training. Using the case study method, the hermeneutic-interpretative paradigm was adopted, with a qualitative methodological approach. The techniques applied include interviews, discussion groups, documentary research and surveys. The instruments were applied in the Early Childhood Education program at UNAE, specifically involving the program director, professors, and fifth-level students. The proposition aims to strengthen teacher training at UNAE and contribute to educational inclusion in a more effective manner. The results indicate that curriculum diversification is not systematically and explicitly addressed in the curriculum, and students lack the sufficient resources to address diversity in their interaction during pre-professional practice and for their future exercise as teachers.