Proposal for quality and progress indicators to create a professional and educational profile of the inclusive teacher

Abstract

This study aims to propose quality and progress indicators to create a professional/ educational profile of the early, primary, and secondary education teacher that promotes inclusive education in extended school day educational institutions in vulnerable areas of Santo Domingo, the capital of the Dominican Republic. To this end, contributions made by studies on the progress of educational inclusion in teacher training were integrated. This is a descriptive study, based on a random probabilistic sampling; that uses a mixed (qualitative/quantitative) approach. Data collection was done through questionnaires, interviews, and observation, in which 29 teachers participated. Questionnaires were the main instrument, while the in-depth interviews and observation guides were complementary instruments. The results show a gap indicating the need to create a professional/ educational profile of the inclusive teacher. The analysis, discussion, and conclusión allow for the proposal of quality and progress indicators necessary to guide the training of inclusive teachers by strengthening dimensions such as intellectual stimulation, knowledge and skills, and a legal, philosophical and social perspective.