Valoración del cambio de la enseñanza incidental de tres maestras de Educación Inicial de escuelas particulares ordinarias de Guayaquil tras una jornada de formación

Abstract

This mixed methods research, conducted with three teachers of children from 3 to 6 years of ordinary private schools from Guayaquil, seeking to identify the change that can be presented in the incidental teaching practice of the teachers with a focused training to promote the use of this educational strategy to girls with special educational needs. The result after observations and analyses of the use of incidental teaching of the teachers, before and after the training, was that the training generated a positive change and an increase in the practice of incidental teaching. In addition, the collection of teacher perception about the formation and its incidence showed an overall positive result in the impact of this training.