Teacher training for inclusive education: addressing anniversaries in a special school

From the area of teaching training for teachers in History at the National University of Río Cuarto, a Socio-Community Practice experience has been proposed in a special educational institution in the city of Río Cuarto. It was proposed to rethink school anniversaries from meaningful and at the same...

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Detalles Bibliográficos
Autores principales: Miskovski, Silvina, Ponzio, Arabela
Formato: Artículo revista
Lenguaje:Español
Publicado: APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2024
Materias:
educación inclusiva
formación docente
prácticas socio comunitarias
Educação inclusiva
treinamento de professor
práticas sócio-comunitárias
inclusive education
Teacher Training
Socio-community practices
Acceso en línea:https://revele.uncoma.edu.ar/index.php/resenas/article/view/5320
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-5320
record_format ojs
spelling I22-R128-article-53202024-08-12T11:59:07Z Teacher training for inclusive education: addressing anniversaries in a special school Formación docente para una educación inclusiva: el abordaje de las efemérides en una escuela especial Formação de professores para a educação inclusiva: abordando aniversários em uma escola especial: abordando aniversários em uma escola especial Miskovski, Silvina Ponzio, Arabela educación inclusiva formación docente prácticas socio comunitarias Educação inclusiva treinamento de professor práticas sócio-comunitárias inclusive education Teacher Training Socio-community practices From the area of teaching training for teachers in History at the National University of Río Cuarto, a Socio-Community Practice experience has been proposed in a special educational institution in the city of Río Cuarto. It was proposed to rethink school anniversaries from meaningful and at the same time accessible approaches through collaborative work with other university teachers, such as Geography and Special Education. This experience allowed the History teaching students to think about their teaching role as well as to approach school organization, the use of spaces, teaching work practices and the links that support the school community of the special school. Desde el área de formación docente del profesorado en Historia de la Universidad Nacional de Río Cuarto se ha propuesto una experiencia de Práctica Socio-comunitaria en una institución educativa de la modalidad especial de la ciudad de Río Cuarto. Se propuso repensar las efemérides escolares desde abordajes significativos y, a la vez, accesibles mediante un trabajo colaborativo con otros profesorados de la universidad, como el de Geografía y Educación Especial. Esta experiencia permitió a los estudiantes del profesorado en Historia pensarse en su rol docente, así como aproximarse a la organización escolar, la utilización de los espacios, las prácticas de trabajo docente y los vínculos que sostienen a la comunidad escolar de la escuela especial. Da área de formação docente de professores de História da Universidade Nacional de Río Cuarto, foi proposta uma experiência de Prática Sócio-comunitária em uma instituição de ensino da modalidade especial da cidade de Río Cuarto. Propôs-se repensar os aniversários escolares a partir de abordagens significativas e, ao mesmo tempo, acessíveis através do trabalho colaborativo com outros professores universitários, como Geografia e Educação Especial.Essa experiência permitiu aos alunos do ensino de História pensarem sobre seu papel docente, bem como abordarem a organização escolar, o uso dos espaços, as práticas de trabalho docente e os vínculos que sustentam a comunidade escolar da escola especial. APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2024-05-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revele.uncoma.edu.ar/index.php/resenas/article/view/5320 Reseñas de Enseñanza de la Historia; Núm. 24 (2024): Mayo; 25-36 2796-9304 1668-8864 spa https://revele.uncoma.edu.ar/index.php/resenas/article/view/5320/62247 Derechos de autor 2024 Reseñas de Enseñanza de la Historia https://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic educación inclusiva
formación docente
prácticas socio comunitarias
Educação inclusiva
treinamento de professor
práticas sócio-comunitárias
inclusive education
Teacher Training
Socio-community practices
spellingShingle educación inclusiva
formación docente
prácticas socio comunitarias
Educação inclusiva
treinamento de professor
práticas sócio-comunitárias
inclusive education
Teacher Training
Socio-community practices
Miskovski, Silvina
Ponzio, Arabela
Teacher training for inclusive education: addressing anniversaries in a special school
topic_facet educación inclusiva
formación docente
prácticas socio comunitarias
Educação inclusiva
treinamento de professor
práticas sócio-comunitárias
inclusive education
Teacher Training
Socio-community practices
author Miskovski, Silvina
Ponzio, Arabela
author_facet Miskovski, Silvina
Ponzio, Arabela
author_sort Miskovski, Silvina
title Teacher training for inclusive education: addressing anniversaries in a special school
title_short Teacher training for inclusive education: addressing anniversaries in a special school
title_full Teacher training for inclusive education: addressing anniversaries in a special school
title_fullStr Teacher training for inclusive education: addressing anniversaries in a special school
title_full_unstemmed Teacher training for inclusive education: addressing anniversaries in a special school
title_sort teacher training for inclusive education: addressing anniversaries in a special school
description From the area of teaching training for teachers in History at the National University of Río Cuarto, a Socio-Community Practice experience has been proposed in a special educational institution in the city of Río Cuarto. It was proposed to rethink school anniversaries from meaningful and at the same time accessible approaches through collaborative work with other university teachers, such as Geography and Special Education. This experience allowed the History teaching students to think about their teaching role as well as to approach school organization, the use of spaces, teaching work practices and the links that support the school community of the special school.
publisher APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
publishDate 2024
url https://revele.uncoma.edu.ar/index.php/resenas/article/view/5320
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AT miskovskisilvina formacaodeprofessoresparaaeducacaoinclusivaabordandoaniversariosemumaescolaespecialabordandoaniversariosemumaescolaespecial
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first_indexed 2024-08-12T23:08:42Z
last_indexed 2025-02-05T23:02:14Z
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