Validez de una Competencia Docente con Enfoque Inclusivo en el Ãmbito Universitario - Delgado-Valles, César; MarÃn-Trejo, Rigoberto; S., Rigoberto MarÃn-Uribe (European Scientific Journal, ESJ, 2020)
El presente artÃculo muestra resultados preliminares de una investigaciÃ³n mÃ¡s amplia de la Universidad AutÃ³noma de Chihuahua, relacionada con seis competencias docentes que permite al catedrÃ¡tico universitario dar una respuesta oportuna al proceso de inclusiÃ³n educativa, se desarrollÃ³ la validez del modelo de competencias docentes basadas en â€œCoordina la interacciÃ³n pedagÃ³gica inclusivaâ€œ y â€œGestiona la progresiÃ³n de los aprendizajesâ€œ pertenecientes a una investigaciÃ³n mÃ¡s amplia de 10 competencias. Se validÃ³ el modelo propuesto por medio de la metodologÃa Delphi, con la mediciÃ³n de univocidad, y pertinencia; se consolido a travÃ©s del AnÃ¡lisis Factorial Exploratorio y Confirmatorio. La competencia tiene como propÃ³sito una docencia basada en situaciones reales que implica las formas de interacciÃ³n incluyente con base a una relaciÃ³n educativa sustentada en la comunicaciÃ³n horizontal y generaciÃ³n de ambientes de aprendizajes con el fin de promover redes de colaboraciÃ³n. En el primer proceso se obtiene mÃ¡s de .90 en cada valor presentado en univocidad y pertinencia; bajo el AnÃ¡lisis Factorial Confirmatorio se agrupan en una sola competencia con los indicadores que muestra el referencial Ã³ptimo (GFI .849) y superior al valor (RMSEA .083) con las medidas de ajuste incremental y de parsimonia, superior al modelo independiente, en conclusiÃ³n, es vÃ¡lida y confiable para el apoyo de la intervenciÃ³n universitaria en poblaciones con discapacidad. This paper focuses on the initial results of a broader Autonomous University of Chihuahua research, which is related to six teaching competencies that allow the university professor to provide timely response to the process of educational inclusion. It was developed with the validity of the educational competencies model based on â€œCoordinating the inclusive educational interactionâ€ and â€œManaging the improvement in learningâ€ which belongs to a broader research of 10 competencies. The model was proposed through Delphi methodology and validated through nonduality measuring and relevance. It was consolidated through Exploratory Factorial and Validating Analysis. The competency has a purpose of teaching based on real situations that involves the ways of inclusive interaction. This is done on the basis of an educational relationship that is backed up in horizontal communication and generation of learning environments in order to promote collaboration networks. In the first process, more than 0.90 was obtained in each submitted value for nonduality and relevance. Under the Validating Factorial Analysis, they were grouped together under one competency. The indicators, thus, showed the optimal referencial (GFI 0.849) and the value (RMSEA 0.083) through the measurements of incremental and parsimony adjustment, which is above the independent model. This means that it is valid and reliable for supporting university intervention in disabled populations.