Enseñanza responsiva para el aprendizaje sostenible: una conceptualización práctica de la inclusión educativa

Claudia Patricia Pulido Toro; Camila Castro Rojas; Luz Viviana Sastre-Gómez; Jeanette Berman; Lorraine Graham

doi:10.5294/edu.2024.27.3.3

Authors

Claudia Patricia Pulido Toro Author The University of Melbourne https://orcid.org/0009-0009-7053-1898
Camila Castro Rojas Author University of Chile https://orcid.org/0009-0004-1528-8796
Luz Viviana Sastre-Gómez Author The University of Melbourne https://orcid.org/0000-0002-1748-6436
Jeanette Berman Author The University of Melbourne https://orcid.org/0000-0002-4389-4193
Lorraine Graham Author The University of Melbourne https://orcid.org/0000-0002-6810-9569

DOI:

https://doi.org/10.5294/edu.2024.27.3.3

Keywords:

Sustainable learning, responsive teaching, educational inclusion

Abstract

Educational inclusion (EI), within sustainable learning, represents a central axis for ensuring equitable and quality education. Sustainable learning is linked to the principles of education for sustainable development, seeking to meet the needs of both students and teachers. This approach was initially developed in educational contexts in Australia and New Zealand and replicated in several Latin American countries. This article presents a practical conceptualization of EI from the perspective of the atrio capabilities model, which encompasses fundamental competencies such as active learning, self-regulation, and personal organization, key elements for promoting continuous and meaningful learning. Likewise, this article introduces the Responsive Teaching Framework (RTF) as a flexible methodological approach based on cycles of planning, implementation, and reflection. By focusing on the formulation of key questions directed at both students and teachers, this methodological model presents innovative advances for effectively adapting educational practices to the specific needs of each population. Ultimately, individual and group intervention models for sustainable learning are presented as responsive tools with high ecological validity, as they can be replicated in different educational settings and with different types of students, adapting to the sociocultural, political, and linguistic characteristics of each context.

Downloads

Download data is not yet available.

References

alata - Australia Latin America Training Academy. (2019). La evaluación como evidencia para la práctica: Marco de enseñanza responsiva. [Material de curso no publicado]. Curso en enseñanza efectiva y relevante para todos. https://alata.education/

Acara - Australian Curriculum, Assessment and Reporting Authority. (2021). Review of the Australian Curriculum. https://www.acara.edu.au/curriculum/curriculum-review

Acara - Australian Curriculum, Assessment and Reporting Authority. (s.f.). General capabilities, Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Bentley, T. y Savage, G. C. (eds.) (2017). Educating Australia: Challenges for the decade ahead. Melbourne University. https://doi.org/10.2307/jj.5993261

Berman, J. y Graham, L. (2018). Learning intervention: Educational casework and responsive teaching for sustainable learning in inclusive schools. Routledge. https://doi.org/10.4324/9780203711675

Berman, J., Graham, L., Bellert, A. y McKay-Brown, L. (2023). Responsive teaching for sustainable learning: A framework for inclusive education. Taylor & Francis. https://doi.org/10.4324/9781003299813

Graham, L., Berman, J. y Bellert, A. (2015). Sustainable learning: Inclusive practices for 21st century classrooms. Cambridge University Press. https://doi.org/10.1017/CBO9781107280243

Clinton, J., Aston, R. y Quach, J. (2018). Evaluation of the Inclusive Education and Sustainable Learning (IEAS) course 2018 Impact Report Proposal. [Informe no publicado]. Prepared for the alata - Australian Latin American Training Academy- and the Ministry of Education, Ecuador. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne. https://education.unimelb.edu.au/aerc

Gómez, L. V. S. y Arévalo, D. S. A. (2020). Historia de la pedagogía: una mirada crítica a la educación: Área: Introducción a la educación y la pedagogía. MI-Books. https://doi.org/10.15765/lim.vi.3790

Hattie, J. (2011). Visible learning for teachers: Maximising impact on learning. Routledge. https://doi.org/10.4324/9780203181522

Hempenstall, K. (2020). Teaching reading through direct instruction: A role for educational psychologists? The Educational and Developmental Psychologist, 37(2), 133-139. https://doi.org/10.1017/edp.2020.13

McKay-Brown, L., McGrath, R., Dalton, L., Graham, L., Smith, A., Ring, J. y Eyre, K. (2019). Reengagement with education: A multidisciplinary home-school-clinic approach developed in Australia for school-refusing youth. Cognitive and Behavioral Practice, 26(1), 92-106. https://doi.org/10.1016/j.cbpra.2018.08.003

Meyer, A., Rose, D. y Gordon, D. (2014). Universal design for learning: Theory and practice. CAST.

Ministry of Education. (2014). New Zealand curriculum online: Key competencies. NZ Curriculum. http://nzcurriculum.tki.org.nz/Key-competencies

Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies (2 ed.). Routledge. https://doi.org/10.4324/9780429401923

Pulido Toro, C. P. (2024). translating professional learning about inclusive education into everyday classroom practice: A review of educational research. Praxis Pedagogica, 24(36). https://doi.org/10.26620/uniminuto.praxis.24.36.2024.132-155

Ramos Solis, R. (2020). Competency-based curriculum implementation in Peru [Master’s thesis, Universitetet i Oslo, Faculty of Educational Sciences]. https://www.duo.uio.no/bitstream/handle/10852/80682/Ramos.pdf?sequence=1

Robertson, A. D., Atkins, L. J., Levin, D. M. y Richards, J. (2015). What is responsive teaching? En Responsive teaching in science and mathematics (pp. 1-35). Routledge. https://doi.org/10.4324/9781315689302

Sterling, S. (2010). Sustainable education. En Science, society and sustainability (pp. 127-140). Routledge. https://doi.org/10.4324/9780203875124-18

Shaddock, A. J., Neill, J., Van Limbeek, C. y Hoffman-Raap, L. (2007). What adaptations do classroom teachers make for students with disabilities in their classrooms and why/why not. En Project to improve the learning outcomes of students with disabilities in the early, middle and post compulsory years of schooling. University of Canberra Consortium, Commonwealth of Australia.

Schmuckler, M. A. (2001). What is ecological validity? A dimensional analysis. Infancy, 2(4), 419-436. https://doi.org/10.1207/S15327078IN0204_02

Unesco. (2020). Qué se espera que aprendan los estudiantes de América Latina y el Caribe? Análisis curricular del Estudio Regional Comparativo y Explicativo (ERCE 2019). Unesco Office Santiago and Regional Bureau for Education in Latin America and the Caribbean. https://unesdoc.unesco.org/ark:/48223/pf0000373982

Unicef - Fondo de las Naciones Unidas para la Infancia. (2018). Cada niño aprende: Estrategia de educación de UNICEF para 2019-2030. https://www.unicef.org/media/64846/file/Estrategia-educacion-UNICEF-2019%E2%80%932030.pdf

Unicef - Fondo de las Naciones Unidas para la Infancia. (2021). Importancia del desarrollo de habilidades transferibles en América Latina y el Caribe. https://www.unicef.org/lac/sites/unicef.org.lac/files/2020-07/Importancia-Desarrollo-Habilidades-Transferibles-ALC_0.pdf

Van den Branden, K. (2012). Sustainable education: Basic principles and strategic recommendations. School Effectiveness and School Improvement, 23(3), 285-304. https://doi.org/10.1080/09243453.2012.678865